Evaluating the impact of spaced practice using computer-assisted language learning (CALL) on vocabulary learning in the classroom

Muqaibal, M. H., Kasprowicz, R. ORCID: https://orcid.org/0000-0001-9248-6834 and Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 (2023) Evaluating the impact of spaced practice using computer-assisted language learning (CALL) on vocabulary learning in the classroom. Language Teaching Research. ISSN 1477-0954 doi: 10.1177/13621688221146146

Abstract/Summary

This study investigated the influence of practice distribution (i.e. spacing between practice sessions) on successful vocabulary learning by examining two different time distributions, i.e. 1-day spacing (1-DS) versus 7-day spacing (7-DS) using a freely available computer-assisted language learning programme (Quizlet). The study achieved high ecological validity through a classroom-based study with low proficiency L2 English language learners at an Omani college of technology. The sample consisted of 96 participants in Control (n=33), 1-DS (n=34) and 7-DS (n=29) Groups. The Control Group was a test-only group with no explicit practice activities for the target words (34 nouns). Meanwhile, the 1-DS Group (one day spacing between each practice session) and 7-DS Group (seven day spacing between each practice session) received four 20-minute practice sessions using Quizlet to learn the target words. The participants completed baseline tests, including vocabulary level tests (VLTs), and working memory tests (WMTs), alongside performance tests at three time points (pre-, immediate post-, delayed post-test). The results revealed that the two experimental Groups (1-DS, 7-DS) both scored significantly and equally higher than the Control Group at post-test, indicating that the spacing of practice sessions did not mediate learning success through this computer-based vocabulary practice. The technique feature analysis (TFA) model by Nation and Webb (2011) was applied to identify the key features of Quizlet activities, which may contribute to its effectiveness for vocabulary learning. The results revealed that the activities met a high percentage of the TFA criteria, which may account for the significant learning gains achieved by both the 1-DS and 7-DS groups.

Item Type	Article
URI	https://centaur.reading.ac.uk/id/eprint/109724
Identification Number/DOI	10.1177/13621688221146146
Refereed	Yes
Divisions	Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education
Publisher	Sage
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