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

References

• Bahrick, H. P., & Hall, L. K. (2005). The importance of retrieval failures to long-term retention: A metacognitive explanation of the spacing effect. Journal of Memory and Language, 52(4), 566–577. https://doi.org/10.1016/j.jml.2005.01.012
   Web of Science ®Google Scholar
• Bahrick, H. P., & Phelps, E. (1987). Retention of Spanish vocabulary over 8 years. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 344–349.
   Web of Science ®Google Scholar
• Bird, S. (2010). Effects of distributed practice on the acquisition of second language English syntax. Applied Psycholinguistics, 31(4), 635–650. https://doi.org/10.1017/S0142716410000172
   Web of Science ®Google Scholar
• Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe & A. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 185–205). MIT Press.
   Google Scholar
• Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380. https://doi.org/10.1037/0033-2909.132.3.354
   PubMed Web of Science ®Google Scholar
• Chang, C. S., & Millett, S. (2013). Improving reading rates and comprehension through timed repeated reading. Reading in a Foreign Language Journal, 25, 126–148.
   Google Scholar
• Cobb, T. (n.d.). Lextutor. Vocabprofile [computer program]. https://www.lextutor.ca/vp/comp/
   Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioural sciences (2nd ed.). Academic Press.
   Google Scholar
• DeKeyser, R. M. (2007). Introduction: Situating the concept of practice. In R. M. DeKeyser (Ed.), Practice in second language: Perspectives from applied linguistics and cognitive psychology (pp. 1–18). CUP.
   Google Scholar
• DeKeyser, R. M. (2017). Knowledge and skill in ISLA. In S. Loewen and M. Sato (Eds.), Routledge handbook of instructed second language acquisition (pp. 15–32). Routledge.
   Google Scholar
• Elgort, I., Brysbaert, M., Stevens, M., & Van Assche, E. (2018). Contextual word learning during reading in a second language: An eye-movement study. Studies in Second Language Acquisition, 40(2), 341–366. https://doi.org/10.1017/S0272263117000109
   Web of Science ®Google Scholar
• Elgort, I., & Warren, P. (2014). L2 vocabulary learning from reading: Explicit and tacit lexical knowledge and the role of learner and item variables. Language Learning, 64(2), 365–414. https://doi.org/10.1111/lang.12052
   Web of Science ®Google Scholar
• Glanzer, M. (1969). Distance between related words in free recall: Trace of the STS. Journal of Verbal Learning and Verbal Behavior, 8(1), 105–111. https://doi.org/10.1016/S0022-5371(69)80018-6
   Google Scholar
• Glenberg, A. M. (1979). Component-levels theory of the effects of spacing of repetitions on recall and recognition. Memory & Cognition, 7(2), 95–112.
   PubMed Web of Science ®Google Scholar
• Han, Z., & Chen, C. A. (2010). Repeated-reading-based instructional strategy and vocabulary acquisition : A case study of a heritage speaker of Chinese. Reading in a Foreign Language, 22, 242–262.
   Google Scholar
• Hintzman, D. L. (1976). Repetition and memory. In G. H. Bower (Ed.), The psychology of learning and memory (pp. 47–91). Academic Press.
   Google Scholar
• Horst, M. (2005). Learning L2 vocabulary through extensive reading: A measurement study. Canadian Modern Language Review, 61(3), 355–382. https://doi.org/10.3138/cmlr.61.3.355
   Web of Science ®Google Scholar
• Hulstijn, J. H. (2003). Incidental and intentional learning. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 349–381). Blackwell.
   Google Scholar
• Hulstijn, J. H. (2005). Theoretical and empirical issues in the study of implicit and explicit second language learning: Introduction. Studies in Second Language Acquisition, 27(2), 129–140. https://doi.org/10.1017/S0272263105050084
   Web of Science ®Google Scholar
• Jeon, E. H., & Yamashita, J. (2014). L2 reading comprehension and its correlates: A meta-analysis. Language Learning, 64(1), 160–212. https://doi.org/10.1111/lang.12034
   Web of Science ®Google Scholar
• Kasprowicz, R. E., Mardsen, E., & Sephton, N. (2019). Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom. The Modern Language Journal, 103, 580–606.
   Web of Science ®Google Scholar
• Koval, N. G. (2019). Testing the deficient processing account of the spacing effect in second language vocabulary learning: Evidence from eye tracking. Applied Psycholinguistics, 40(5), 1103–1139. https://doi.org/10.1017/S0142716419000158
   Web of Science ®Google Scholar
• Küpper-Tetzel, C. E., Erdfelder, E., & Dickhäuser, O. (2014). The lag effect in secondary school classrooms: Enhancing students’ memory for vocabulary. Instructional Science, 42(3), 373–388. https://doi.org/10.1007/s11251-013-9285-2
   Web of Science ®Google Scholar
• Li, M., & DeKeyser, R. (2019). Distribution of practice effects in the acquisition and retention of L2 Mandarin tonal word production. The Modern Language Journal, 103, 607–628.
   Web of Science ®Google Scholar
• Lightbown, P. (2014). Making the minutes count in L2 teaching. Language Awareness, 23(1-2), 3–23. https://doi.org/10.1080/09658416.2013.863903
   Web of Science ®Google Scholar
• Liu, Y. T., & Todd, A. G. (2016). Implementation of assisted repeated reading techniques for the incidental acquisition of novel foreign vocabulary. Language Teaching Research, 20(1), 53–74. https://doi.org/10.1177/1362168814559802
   Web of Science ®Google Scholar
• Marsden, E., Morgan-Short, K., Thompson, S., & Abugaber, D. (2018). Replication in second language research: Narrative and systematic reviews and recommendations for the field. Language Learning, 68(2), 321–391. https://doi.org/10.1111/lang.12286
   Web of Science ®Google Scholar
• Maun, I. (2009). Scaffolds for reading in French: Lessons from history, guidance for the future? Language Awareness, 18(2), 198–214. https://doi.org/10.1080/09658410903009311
   Web of Science ®Google Scholar
• Nakata, T. (2015). Effects of expanding and equal spacing on second language vocabulary learning. Studies in Second Language Acquisition, 37(4), 677–711. https://doi.org/10.1017/S0272263114000825
   Web of Science ®Google Scholar
• Nakata, T., & Elgort, I. (2020). Effects of spacing on contextual vocabulary learning: Spacing facilitates the acquisition of explicit, but not tacit, vocabulary knowledge. Second Language Research. Advance online publication. https://doi.org/10.1177/0267658320927764.
   Google Scholar
• Nakata, T., & Webb, S. (2016). Does studying vocabulary in smaller sets increase learning? The effects of part and whole learning on second language vocabulary acquisition. Studies in Second Language Acquisition, 38(3), 523–552. https://doi.org/10.1017/S0272263115000236
   Web of Science ®Google Scholar
• Paribakht, T. S., & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary development. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 174–200). Cambridge University Press.
   Google Scholar
• Pavlik, P. I., & Anderson, J. R. (2005). Practice and forgetting effects on vocabulary memory: An activation-based model of the spacing effect. Cognitive Science, 29(4), 559–586. https://doi.org/10.1207/s15516709cog0000_14
   PubMed Web of Science ®Google Scholar
• Pellicer-Sánchez, A. (2016). Incidental vocabulary acquisition from and while reading: an eye-tracking study. Studies in Second Language Acquisition, 38(1), 97–130.
   Web of Science ®Google Scholar
• Peters, E., Hulstijn, J. H., Sercu, L., & Lutjeharms, M. (2009). Learning L2 German vocabulary through reading: The effect of three enhancement techniques compared. Language Learning, 59(1), 113–151. https://doi.org/10.1111/j.1467-9922.2009.00502.x
   Web of Science ®Google Scholar
• Plonsky, L., & Oswald, F. L. (2014). How big is “big”? Interpreting effect sizes in L2 research. Language Learning, 64, 878–912. https://doi.org/10.1111/lang.12079
   Web of Science ®Google Scholar
• Porte, G., & McManus, K. (2019). Doing replication research in applied linguistics. Routledge.
   Google Scholar
• Rogers, J. (2015). Learning second language syntax under massed and distributed conditions. TESOL Quarterly, 49(4), 857–866.
   Web of Science ®Google Scholar
• Rogers, J. (2017). The spacing effect and its relevance to second language acquisition. Applied Linguistics, 38, 906–911.
   Web of Science ®Google Scholar
• Rogers, J., & Cheung, A. (2020a). Input spacing and the learning of L2 vocabulary in a classroom context. Language Teaching Research, 24(5), 616–641. https://doi.org/10.1177/1362168818805251
   Web of Science ®Google Scholar
• Rogers, J., & Cheung, A. (2020b). Does it matter when you review? Input spacing, ecological validity, and the learning of L2 vocabulary. Studies in Second Language Acquisition. Advance online publication. https://doi.org/10.1177/1362168818805251
   Google Scholar
• Rohrer, D., & Pashler, H. (2007). Increasing retention without increasing study time. Psychological Science, 16(4), 183–186.
   Web of Science ®Google Scholar
• Serrano, R. (2012). Is time concentration good or bad for learning? Reflecting on the results from the cognitive psychology and from the SLA literature. In C. Muñoz (Ed.), Intensive exposure experiences in second language learning, (pp. 3–22). Multilingual Matters.
   Google Scholar
• Serrano, R., & Huang, H. (2018). Learning vocabulary through assisted repeated reading: How much time should there be between repetitions of the same text?TESOL Quarterly, 52(4), 971–994. https://doi.org/10.1002/tesq.445
   Web of Science ®Google Scholar
• Sonbul, S., & Schmitt, N. (2010). Direct teaching of vocabulary after reading: Is it worth the effort?ELT Journal, 64(3), 253–260. https://doi.org/10.1093/elt/ccp059
   Web of Science ®Google Scholar
• Suzuki, Y. (2017). The optimal distribution of practice for the acquisition of L2 morphology: A conceptual replication and extension. Language Learning, 67(3), 512–545. https://doi.org/10.1111/lang.12236
   Web of Science ®Google Scholar
• Suzuki, Y. (2018). The role of procedural learning ability in automatization of L2 morphology under different learning schedules: An exploratory study. Studies in Second Language Acquisition, 40(4), 923–937. https://doi.org/10.1017/S0272263117000249
   Web of Science ®Google Scholar
• Suzuki, Y. (2019). Individualization of practice distribution in second language grammar learning: The role of metalinguistic rule rehearsal ability and working memory capacity. Journal of Second Language Studies, 2, 169–196.
   Google Scholar
• Suzuki, Y., & DeKeyser, R. (2017a). Effects of distributed practice on the proceduralization of morphology. Language Teaching Research, 21(2), 166–188. https://doi.org/10.1177/1362168815617334
   Web of Science ®Google Scholar
• Suzuki, Y., & DeKeyser, R. (2017b). Exploratory research on L2 practice distribution: An aptitude-by-treatment interaction. Applied Psycholinguistics, 38(1), 27–56. https://doi.org/10.1017/S0142716416000084
   Web of Science ®Google Scholar
• Suzuki, Y., Nakata, T., & DeKeyser, R. M. (2019a). Optimizing second language practice in the classroom: Perspectives from cognitive psychology. The Modern Language Journal, 103, 551–561. https://doi.org/10.1111/modl.12582
   Web of Science ®Google Scholar
• Suzuki, Y., Nakata, T., & DeKeyser, R. M. (2019b). The desirable difficulty framework as a theoretical foundation for optimizing and researching second language practice. Modern Language Journal, 103(3), 713–720.
   Web of Science ®Google Scholar
• Toppino, T. C., & Bloom, L. C. (2002). The spacing effect, free recall, and two-process theory: A closer look. Journal of Experimental Psychology. Learning, Memory, and Cognition, 28(3), 437–444. https://doi.org/10.1037//0278-7393.28.3.437
   PubMed Web of Science ®Google Scholar
• Toppino, T. C., & Gerbier, E. (2014). About practice: Repetition, spacing, and abstraction. In B. H. Ross (Ed.), The psychology of learning and motivation: Volume 60: The psychology of learning and motivation (pp. 113–189). Elsevier Academic Press.
   Google Scholar
• Verkoeijen, P. P. J. L., Rikers, R. M. J. P., & Schmidt, H. G. (2005). Limitations to the spacing effect: Demonstration of an inverted u-shaped relationship between interrepetition spacing and free recall. Experimental Psychology, 52(4), 257–263. https://doi.org/10.1027/1618-3169.52.4.257
   PubMed Web of Science ®Google Scholar
• Webb, S., & Chang, A. (2012). Vocabulary learning through assisted and unassisted repeated reading. Canadian Modern Language Review, 68(3), 267–290. https://doi.org/10.3138/cmlr.1204.1
   Web of Science ®Google Scholar
• Webb, S., & Chang, A. (2015). Second language vocabulary learning through extensive reading with audio support: How do frequency and distribution of occurrence affect learning? Language Teaching Research, 19(6), 667–686. https://doi.org/10.1177/1362168814559800
   Web of Science ®Google Scholar