The Effects of Spaced versus Massed Distribution Instruction on EFL Learners' Vocabulary Recall and Retention

Autor/inn/en	Namaziandost, Ehsan; Mohammed Sawalmeh, Murad Hassan; Izadpanah Soltanabadi, Masoumeh
Titel	The Effects of Spaced versus Massed Distribution Instruction on EFL Learners' Vocabulary Recall and Retention
Quelle	In: Cogent Education, 7 (2020) 1, Artikel 1792261 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Namaziandost, Ehsan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2020.1792261
Schlagwörter	Vocabulary Development; English (Second Language); Second Language Learning; Second Language Instruction; Instructional Effectiveness; Recall (Psychology); Retention (Psychology); Review (Reexamination); Linguistic Input; Time Factors (Learning); Pacing; Receptive Language; Late Adolescents; Language Proficiency; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Unterrichtserfolg; Abberufung; Merkfähigkeit; Wiederholungsprüfung; Sprachbildung; Lerntempo; Rezeptive Kommunikationsfähigkeit; Halbstarker; Language skill; Language skills; Sprachkompetenz; Ausland
Abstract	The current study investigates the effect of massed and spaced instruction on vocabulary recall and retention. To fulfill this objective, 75 Iranian pre-intermediate EFL learners (16 to 19 years) took part in 15 sessions of 60 minutes. The participants were randomly divided into three experimental groups; a spaced distribution group (n = 25), a massed distribution group (n = 25) and a control group (n = 25). The massed distribution group had one intensive session on learning the target vocabulary; the spaced distribution group had three sessions at irregular time intervals, and the control group received no vocabulary-focused instruction. Using a before and after design, students were retested after 5 weeks. To collect data, a receptive vocabulary test was administered as both the pretest and the posttests. The results of One-way ANOVA indicated that the spaced distribution group significantly outperformed the massed distribution group on both immediate and delayed posttests. The results propose that EFL practitioners should synthesize spacing as a beneficial teaching technique into the curricula, instruction and educational materials to promote vocabulary learning in real classroom setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01