Time distribution and intentional vocabulary learning through repeated reading: a partial replication and extension

ABSTRACT

The aim of this study is to analyze the effect of different schedules of repeated reading practice on intentional vocabulary learning, and constitutes a partial replication and extension of the authors’ previous study on incidental vocabulary learning. Two groups of Taiwanese EFL learners (n = 72) engaged in five repeated reading sessions; one group had the sessions on consecutive days (1-day intersession interval, ISI), whereas the other had them once a week (7-day ISI). Apart from reading for meaning, the students were also asked to focus on 36 target words. The students were tested before and immediately after the treatment. Moreover, a delayed posttest was scheduled at a retention interval (RI) of 4 and 28 days for the intensive group and spaced group respectively (considering an ISI/RI ratio of 25%). The results indicate that the short-spaced repeated reading sessions had a significantly more positive effect on vocabulary learning on both immediate and delayed posttest than the long-spaced sessions. The benefits of the short-spaced schedule were clearer in the current study on intentional vocabulary learning than in the authors’ previous study on incidental learning through repeated reading.

Keywords:

• Time distribution
• lag effects
• distributed-practice effects
• input spacing
• vocabulary learning
• repeated reading

Acknowledgements

This research was funded by the Spanish Ministry of Science and Innovation (PID2019-110536GB-I00). We would like to thank Masatoshi Sato and the anonymous reviewers for their insightful comments.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Raquel Serrano

Raquel Serrano is an Associate Professor at the University of Barcelona. Her main research has focused on vocabulary learning through reading, the effect of time distribution on L2 learning, as well as on the role of learning context (‘Study Abroad’ vs. ‘At Home’).

Hsiao-yun Huang

Hsiao-yun Huang holds an MA in Applied Linguistics from the University of Barcelona and is currently working as a teacher in Taiwan. Her research focuses on how vocabulary learning can be promoted through repeated reading.