The Effect of Equal Versus Expanding Spacing Practice on the Deliberate Learning of L2 Collocations
Bibliographic Data
| ID | 7169372 |
|---|---|
| Authors | Suhad Sonbul (0000-0001-5517-3521, Umm Al‐Qura University Makkah Saudi Arabia, corresponding author), Marijana Macis (0000-0001-9141-2403, Manchester Metropolitan University Manchester UK), Henrik Gyllstad (0000-0002-2363-8969, Lund University Lund Sweden) |
| Year | 2025 |
| Volume | 59 |
| Issue | 3 |
| Pages | 1446-1472 |
| Publication date | 2025-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tesq.3364 |
| OpenAlex | W4403301322 |
| Language | EN |
| Citations received | 2 |
| References cited | 53 |
Research comparing equal and expanding spacing schedules in relation to L2 single words is limited. Moreover, none of the existing studies has examined the learning of formulaic language. The current study aims to address this gap by investigating the impact of equal and expanding intervals on the long‐term retention of L2 collocations in deliberate learning contexts. Eighty‐three university learners of English (L1 Arabic) participated in the study. They were divided into three groups: equal spacing (7–7–7) condition; expanding spacing (1–5–15) condition; and a control condition (no exposure). The experimental groups completed four treatment sessions in which they were asked to deliberately learn 23 collocations. To assess collocation knowledge before and after the treatment, all groups took form recall and form recognition tests. Results show that both spacing conditions led to significantly higher gains than the control group in both tests. The difference between the two experimental groups was not significant for the recall measure but it was significant for the recognition measure (higher gains under “equal spacing”). Moreover, estimated language proficiency modulated the difference between the control and expanding conditions, with a sharper difference as proficiency increased. Important implications for language teaching and classroom instruction based on these findings are discussed
Linguistics · Mathematics education · EFL/ESL Teaching and Learning · Language, Metaphor, and Cognition · Philosophy · Psychology · Second Language Acquisition and Learning
Researching Vocabulary
Learning Vocabulary in Another Language
Frequency of Input and L2 Collocational Processing
Self-Regulated Learning
Incidental and Intentional Learning
Collocational Links in the L2 Mental Lexicon and the Influence of L1 Intralexical Knowledge
Form-focused Instruction in Second Language Vocabulary Learning
The Spacing Effect and its Relevance to Second Language Acquisition
The updated Vocabulary Levels Test
Effects of distributed practice on the acquisition of verb-noun collocations
Does It Matter When You Review
Empirical Feasibility of the Desirable Difficulty Framework
Time distribution and intentional vocabulary learning through repeated reading
Distributed practice in verbal recall tasks
The Contribution of Dictionary Use to the Production and Retention of Collocations in a Second Language
Collocation in beginner learner writing
Same hours, different time distribution
The effect of spacing on incidental and deliberate learning of L2 collocations
Norbert Schmitt's essential bookshelf
L1 Influence on the Acquisition of L2 Collocations
Investigating optimal spacing schedules for incidental acquisition of L2 collocations
How Big Is "Big"? Interpreting Effect Sizes in L2 Research
Verb-Noun Collocations in Second Language Writing
The Effects of Spaced Practice on Second Language Learning
The Effects of Repetition on Incidental Vocabulary Learning
Explicit and Implicit Lexical Knowledge
Testing Vocabulary Knowledge
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |