Learners' Perceptions of the Effectiveness of Spaced Learning Schedule in L2 Vocabulary Learning

Bibliographic Data

ID3542682
AuthorsAmir Reza Lotfolahi (Islamic Azad University of Najafabad), Hadi Salehi (0000-0002-6878-0491, Islamic Azad University of Najafabad, corresponding author)
Year2016
Volume6
Issue2
Pages6/2/2158244016646148
Publication date2016-04-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSAGE Open (JOURNAL)
Journal identifiersISSN: 2158-2440 • E-ISSN: 2158-2440
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/2158244016646148
OpenAlexW2394591328
LanguageEN
Citations received4
References cited18

The spacing effect is a ubiquitous phenomenon, whereby memory is enhanced for the information that is learned across different points in time rather than being learned at once. A considerable amount of research has focused on the nature of the spacing effect, and there is general acceptance that spacing learning events out in time promotes learning. However, fewer studies have been conducted in educational settings. The aim of this study is to explore learners' perceptions of different spacing schedules (massed vs. spaced). To achieve the purpose of the study, we taught 30 children 24 English-Farsi word pairs utilizing different spacing schedules. Later, we administered a questionnaire to explore leaarners' perceptions of both massed and spaced schedules. The results revealed that the children percieved spaced practice to be more effective than massed practice

Cognitive psychology · Linguistics · Mathematics education · Perception · Phenomenon · Schedule · Vocabulary · Vocabulary Learning · Computer Science · Intelligent Tutoring Systems and Adaptive Learning · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning

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Open DOISci-HubOpen Access