Evaluating the Application of a Gap‐Fill Exercise on the Learning of Phrasal Verbs

Do Errors Help or Hinder Learning

Bibliographic Data

ID10818828
AuthorsBrian Strong (0000-0002-3602-0690, Carleton University Ottawa Ontario Canada, corresponding author), Paul Leeming (0000-0003-1850-6555, Kindai University Higashiosaka Japan)
Year2024
Volume58
Issue2
Pages726-750
Publication date2024-06-01
Open AccessYes
TypeARTICLE
VenueTESOL Quarterly (JOURNAL)
Journal identifiersISSN: 0039-8322 • E-ISSN: 1545-7249
PublisherWiley (PUBLISHER • GB)
DOI10.1002/tesq.3248
OpenAlexW4384928612
LanguageEN
Citations received6
References cited37

In recent years, there has been considerable interest in how to maximize learners' retention of multiword expressions. One technique that has been shown to be highly effective is the use of exercises such as those found in mainstream English as a second language textbooks. In the present study, we investigated how the execution of a gap‐fill exercise impacts the learning of phrasal verbs with 118 learners studying English as a foreign language. Participants completed a gap‐fill exercise by referring to the answer key, or they received the answer key only after completing the exercise. The effects of the learning conditions were assessed with tests for measuring productive and receptive knowledge at two retention intervals. The results from mixed‐effects logistic regression modeling showed that both executions of the gap‐fill exercise led to similar rates of retention. The findings largely challenge previous research. We also explored how to minimize proactive interference when participants make errors in gap‐fill exercises by asking them to recollect their initial guesses during the posttests. The results showed that when the initial guess was produced, correct recall of the target phrasal verbs was much greater than when the guess was not recollected. The finding indicates that memory for the initial guess may play a vital role in how participants learn from their errors. The pedagogical implications of the findings are discussed, and future areas of research are proposed

Cognitive psychology · Key (lock) · Logistic regression · Machine learning · Mainstream · Natural language processing · Recall · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Text Readability and Simplification

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