Journal
LANGUAGE AWARENESS
Volume 32, Issue 1, Pages 1-18Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/09658416.2021.1894162
Keywords
Time distribution; lag effects; distributed-practice effects; input spacing; vocabulary learning; repeated reading
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This study analyzes the effect of different schedules of repeated reading practice on intentional vocabulary learning and finds that short-spaced repeated reading sessions have a more positive impact on vocabulary learning.
The aim of this study is to analyze the effect of different schedules of repeated reading practice on intentional vocabulary learning, and constitutes a partial replication and extension of the authors' previous study on incidental vocabulary learning. Two groups of Taiwanese EFL learners (n = 72) engaged in five repeated reading sessions; one group had the sessions on consecutive days (1-day intersession interval, ISI), whereas the other had them once a week (7-day ISI). Apart from reading for meaning, the students were also asked to focus on 36 target words. The students were tested before and immediately after the treatment. Moreover, a delayed posttest was scheduled at a retention interval (RI) of 4 and 28 days for the intensive group and spaced group respectively (considering an ISI/RI ratio of 25%). The results indicate that the short-spaced repeated reading sessions had a significantly more positive effect on vocabulary learning on both immediate and delayed posttest than the long-spaced sessions. The benefits of the short-spaced schedule were clearer in the current study on intentional vocabulary learning than in the authors' previous study on incidental learning through repeated reading.
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