Does Spaced Practice Have the Same Effects on Different Second Language Vocabulary Learning Activities? Fill-in-the-Blanks versus Flashcards
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| Title: | Does Spaced Practice Have the Same Effects on Different Second Language Vocabulary Learning Activities? Fill-in-the-Blanks versus Flashcards |
|---|---|
| Language: | English |
| Authors: | Kim, Su Kyung (ORCID |
| Source: | Modern Language Journal. 2023 107(4):944-964. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Drills (Practice), Second Language Instruction, English (Second Language), Vocabulary Development, Program Effectiveness, Instructional Materials, Foreign Countries |
| Geographic Terms: | South Korea |
| DOI: | 10.1111/modl.12879 |
| ISSN: | 0026-7902 1540-4781 |
| Abstract: | This study examined the effects of spaced practice on second language (L2) vocabulary learning under different learning conditions. One hundred fifty Korean learners of L2 English were divided into five groups: one control (no treatment) and four experimental groups based on learning condition (fill-in-the-blanks vs. flashcards) and spacing type (massed [no spacing interval] vs. spaced [1-day interval]). The participants studied 48 low-frequency English words. Results showed that the effects of spaced practice were greater for fill-in-the-blanks than flashcards on an immediate posttest and that spaced practice was more effective than massed practice for both activities on a 2-week delayed posttest with no overall significant difference between the learning gains from the two activities. Feedback timing (immediate, delayed) did not affect vocabulary learning in either activity. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1404417 |
| Database: | ERIC |
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