Effects of the initial test interval and feedback timing on L2 vocabulary retention

2018 ◽  
pp. 1-17
Author(s):  
Lin Guo
Keyword(s):  
Initial Test ◽  
Test Interval ◽  
Vocabulary Retention ◽  
Feedback Timing ◽  
L2 Vocabulary

scholarly journals The Indirect Effects of Testing: Can Poor Performance in a Vocabulary Quiz Lead to Long-Term L2 Vocabulary Retention?

2018 ◽  
Vol 7 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Kohei Kanayama ◽  
◽  
Kiwamu Kasahara ◽  
Keyword(s):  
Indirect Effects ◽  
Poor Performance ◽  
Initial Test ◽  
Vocabulary Retention ◽  
Term Retention ◽  
Group A ◽  
Long Term Retention ◽  
Group B ◽  
L2 Vocabulary

Taking a test on learned items enhances long-term retention of these items. However, it is believed that good performance in a test contributes to subsequent high retention of the tested items while poor performance does not. Recent studies have sought to find the optimal way to make up for this poor performance, and have indicated that giving the subsequent learning session soon after the test is one such way. This study is different from previous studies in that we used L1–L2 word pairs to examine whether restudying immediately after the failure in the test is useful for long-term retention. First, in the initial study session, all the participants (n = 52) were shown and asked to remember 20 English and Japanese word pairs (e.g., deceit:詐欺). A week later, Group A took the first test session (Initial Test) before the restudy session. On the contrary, Group B took the restudy session before the Initial Test. An hour after this session, both groups took Posttest 1. Then, Posttest 2 was conducted a week after Posttest 1. The results showed that Group A had significantly lower scores than Group B in the Initial Test (2% vs. 55%). However, the results were reversed in Posttest 1 (84.2% vs. 53.2%) and Posttest 2 (55% vs. 43.5%). This study found that a restudy session soon after poor performance in the Initial Test enhanced long-term L2 vocabulary retention because learners benefited from the indirect effects of testing. Thus, English teachers should take such effects into consideration when organizing vocabulary quizzes and restudy sessions.

Contributions of declarative memory and prior knowledge to incidental L2 vocabulary learning

2021 ◽  
Vol 16 (1) ◽  
pp. 49-68
Author(s):  
Josiah Murphy ◽  
Ryan T. Miller ◽  
Phillip Hamrick
Keyword(s):  
Prior Knowledge ◽  
Incidental Learning ◽  
Declarative Memory ◽  
Vocabulary Learning ◽  
Matthew Effect ◽  
Vocabulary Knowledge ◽  
Vocabulary Retention ◽  
Memory Ability ◽  
The Matthew Effect ◽  
L2 Vocabulary

Abstract The bulk of second language (L2) vocabulary learning happens incidentally through reading (Rott, 2007; Webb, 2008), but individual differences, such as prior knowledge, modulate the efficacy of such incidental learning. One individual difference that is strongly predicted to play a role in L2 vocabulary is declarative memory ability; however, links between these two abilities have not been explored (Hamrick, Lum, & Ullman, 2018). This study considered declarative memory in conjunction with varying degrees of prior knowledge, since declarative memory may serve a compensatory function (Ullman & Pullman, 2015). L2 Spanish learners completed measures of prior Spanish vocabulary knowledge, declarative memory ability, and incidental L2 vocabulary learning. The results suggest that better declarative memory predicts better immediate learning in general and better vocabulary retention two days later, but only for those with more prior knowledge, consistent with the Matthew Effect previously reported in the literature (Stanovich, 1986).

scholarly journals Semantic Mapping or Rote Memorisation: Which Strategy Is More Effective for Students’ Acquisition and Memorization of L2 Vocabulary?

2019 ◽  
Vol 8 (3) ◽  
pp. 158 ◽  
Author(s):  
Haytham M. Badr ◽  
Emad A. S. Abu-Ayyash
Keyword(s):  
United Arab Emirates ◽  
International School ◽  
Male Students ◽  
Semantic Mapping ◽  
Control Group ◽  
Vocabulary Retention ◽  
Last Stage ◽  
L2 Vocabulary ◽  
The Impact ◽  
Experimental Group

The present paper aimed to compare the influence of two vocabulary teaching strategies on students’ vocabulary retention—roughly used in this paper to refer to the process of acquisition and memorisation. In particular, the strategies of semantic mapping and rote memorisation were compared and contrasted within a trail of evidence-based data gathered systematically from two ESL classes in an international school in the Emirate of Sharjah in the United Arab Emirates (UAE). The participants of the study were 30 male students who were in grade 12, the last stage of high school in the UAE educational system. The participants were randomly divided into two groups: a control group and an experimental group. In order to measure the impact of the two strategies under investigation on the students’ vocabulary retention, the two groups sat for a pre-test and a posttest. The intervention that took place between the two tests lasted for three weeks. The results showed that the students’ retrieval of the target vocabulary words improved as a result of implementing both strategies, but that the improvement which resulted from the use of semantic mapping overrode that which ensued from rote memorisation.

scholarly journals CALL-Enhanced L2 Vocabulary Learning: Using Spaced Exposure through CALL to Enhance L2 Vocabulary Retention

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Fidel Çakmak ◽  
Ehsan Namaziandost ◽  
Tribhuwan Kumar
Keyword(s):  
Foreign Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Vocabulary Test ◽  
Vocabulary Retention ◽  
English As Foreign Language ◽  
Software Program ◽  
Efl Students ◽  
Learning Software ◽  
L2 Vocabulary

CALL- and MALL-enhanced learning applications have dominated the field of second language (L2) learning recently. This study aims to investigate the effect of applying a CALL-enhanced L2 vocabulary learning software program on the L2 vocabulary development of English as Foreign Language (EFL) students. 76 preintermediate EFL students registered at a foreign language school were chosen from a total of 156 students after running an Oxford Quick Placement Test (OQPT). The participants were randomly assigned to two groups: the experimental group (EG = 38) and the control group (CG = 38). A vocabulary test as pretest was administered to all the participants before the treatment. During the treatment, the EG learners were requested to utilize a computer-enhanced flashcard software program on their laptops, mobile phones, or other mobile devices at their discretion. By using the program, they could access and utilize a variety of flashcards on many subject matters such as languages, geography, math, and science as well as construct their own flashcards for multiple practices. The CG, on the other hand, was taught through traditional teaching without any CALL tools available. At the termination of the intervention, the vocabulary test was employed as a posttest to both groups to assess the learners’ vocabulary enhancement. The EG outperformed the CG. Findings have led to the reasonable interpretation that L2 vocabulary learning was more productive when the CALL-enhanced flashcard program was utilized for the learning processes.

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