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Evaluating the effectiveness of spaced practice using computer-assisted language learning (CALL) in teaching and learning English vocabulary in the classroom: the case of Oman

Muqaibal, M. H. (2020) Evaluating the effectiveness of spaced practice using computer-assisted language learning (CALL) in teaching and learning English vocabulary in the classroom: the case of Oman. PhD thesis, University of Reading

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Abstract/Summary

This study aimed to investigate the impact of time distribution (i.e. spacing between practice sessions; intensive versus spaced) on vocabulary learning and retention in low-ability learners of L2 English using a Computer-assisted Language Learning tool (Quizlet), applied in actual practice at an Omani College of Technology. It also explored teachers’ and students’ perceptions of the use and implementation of Quizlet, in terms of its perceived ease of use (PEOU), perceived usefulness (PU) and behavioural intention (BI). A quasi-experimental design was adopted. The sample was drawn from six intact Level 1 classes from the English Language Center (ELC) at the College, comprising four teachers and 96 students. Students were allocated to three groups: intensive (1 day between practice sessions); spaced (7 days between practice sessions); and a test-only control group. The Experimental Groups (Intensive and Spaced) received four practice sessions (of 20 minutes each) to rehearse the target words. Baseline tests (the 2,000-5,000 vocabulary level test, a background questionnaire and working memory test) and three performance tests (pre-, immediate post- and delayed post-tests) were completed by all three groups. To investigate the participants’ perceptions of using Quizlet, interviews were conducted with the teachers, and the questionnaire was administered to students from both Experimental Groups. Both Experimental Groups demonstrated significant improvement in the immediate post-test, which they maintained in the delayed post-tests. Both groups scored significantly higher than the Control Group, who did not demonstrate any change over the three performance tests. Moreover, no significant differences were found between the Experimental Groups. Therefore, the findings suggest that there is no optimal spacing for better retention. In addition, both the teachers and students generally considered Quizlet to be easy to use and beneficial for vocabulary learning and expressed their willingness to use it in future.

Item Type:Thesis (PhD)
Thesis Supervisor:Tissot, C. and Kasprowicz, R.
Thesis/Report Department:Institute of Education
Identification Number/DOI:
Refereed:Yes
Divisions:Arts, Humanities and Social Science > Institute of Education
ID Code:96634

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