Cumulative Testing for Learning Spoken Vocabulary
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| Title: | Cumulative Testing for Learning Spoken Vocabulary |
|---|---|
| Language: | English |
| Authors: | Ryo Maie (ORCID |
| Source: | TESOL Quarterly. 2026 60(3):1765-1793. |
| 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: | 29 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Oral Language, Vocabulary Development, Language Tests, Testing, English Instruction, Language Arts, Test Use |
| DOI: | 10.1002/tesq.70085 |
| ISSN: | 0039-8322 1545-7249 |
| Abstract: | Cumulative testing is known to improve vocabulary learning by integrating both new and previously introduced words in weekly quizzes. While evidence for its benefits is promising, prior research has primarily focused on the written mode of vocabulary, with target words studied, practiced, and tested in the visual mode only. This article reports on a classroom study investigating whether cumulative testing also facilitates the learning of spoken word forms. Two intact university English classes were assigned to either a cumulative n = 30) or noncumulative (n = 38) condition and learned 100 words over 10 weekly quizzes. The cumulative group was tested on both new and previously studied words, whereas the noncumulative group was tested only on the most recent words. Students practiced using online flashcards by retrieving word meanings upon hearing the spoken form or seeing the written form, with practice counts tracked for both types. Posttest results on spoken meaning recall indicated that (a) the cumulative group outperformed the noncumulative group despite slower initial progress on weekly quizzes; (b) the cumulative group engaged in practice both before and after quizzes, whereas the noncumulative group rarely reviewed; and (c) students practiced more in the written mode despite weekly quizzes delivered in the spoken mode, but it was practice in the spoken modality that showed a stronger association with learning outcomes (twice in size). Our findings underscore the importance of using tests in appropriate modalities to induce transfer-appropriate practice for vocabulary learning. |
| Abstractor: | As Provided |
| Notes: | https://osf.io/4fv67/?view_only=a07cbd4c414b4362a1d12cc1b543a785 |
| Entry Date: | 20260101 |
| Accession Number: | EJ1518228 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1518228 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Cumulative Testing for Learning Spoken Vocabulary – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ryo+Maie%22">Ryo Maie</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6119-0360">0000-0001-6119-0360</externalLink>)<br /><searchLink fieldCode="AR" term="%22Takumi+Uchihara%22">Takumi Uchihara</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4476-534X">0000-0003-4476-534X</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22TESOL+Quarterly%22"><i>TESOL Quarterly</i></searchLink>. 2026 60(3):1765-1793. – Name: Avail Label: Availability Group: Avail Data: 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 29 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Testing%22">Testing</searchLink><br /><searchLink fieldCode="DE" term="%22English+Instruction%22">English Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Use%22">Test Use</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1002/tesq.70085 – Name: ISSN Label: ISSN Group: ISSN Data: 0039-8322<br />1545-7249 – Name: Abstract Label: Abstract Group: Ab Data: Cumulative testing is known to improve vocabulary learning by integrating both new and previously introduced words in weekly quizzes. While evidence for its benefits is promising, prior research has primarily focused on the written mode of vocabulary, with target words studied, practiced, and tested in the visual mode only. This article reports on a classroom study investigating whether cumulative testing also facilitates the learning of spoken word forms. Two intact university English classes were assigned to either a cumulative n = 30) or noncumulative (n = 38) condition and learned 100 words over 10 weekly quizzes. The cumulative group was tested on both new and previously studied words, whereas the noncumulative group was tested only on the most recent words. Students practiced using online flashcards by retrieving word meanings upon hearing the spoken form or seeing the written form, with practice counts tracked for both types. Posttest results on spoken meaning recall indicated that (a) the cumulative group outperformed the noncumulative group despite slower initial progress on weekly quizzes; (b) the cumulative group engaged in practice both before and after quizzes, whereas the noncumulative group rarely reviewed; and (c) students practiced more in the written mode despite weekly quizzes delivered in the spoken mode, but it was practice in the spoken modality that showed a stronger association with learning outcomes (twice in size). Our findings underscore the importance of using tests in appropriate modalities to induce transfer-appropriate practice for vocabulary learning. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Note Label: Notes Group: Note Data: https://osf.io/4fv67/?view_only=a07cbd4c414b4362a1d12cc1b543a785 – Name: DateEntry Label: Entry Date Group: Date Data: 20260101 – Name: AN Label: Accession Number Group: ID Data: EJ1518228 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1518228 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/tesq.70085 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 29 StartPage: 1765 Subjects: – SubjectFull: Oral Language Type: general – SubjectFull: Vocabulary Development Type: general – SubjectFull: Language Tests Type: general – SubjectFull: Testing Type: general – SubjectFull: English Instruction Type: general – SubjectFull: Language Arts Type: general – SubjectFull: Test Use Type: general Titles: – TitleFull: Cumulative Testing for Learning Spoken Vocabulary Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ryo Maie – PersonEntity: Name: NameFull: Takumi Uchihara IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 0039-8322 – Type: issn-electronic Value: 1545-7249 Numbering: – Type: volume Value: 60 – Type: issue Value: 3 Titles: – TitleFull: TESOL Quarterly Type: main |
| ResultId | 1 |
