The effects of spaced versus massed distribution instruction on EFL learners’ vocabulary recall and retention

References

• Allen, V. F. (1983). Techniques in teaching vocabulary. Oxford University Press.
   Google Scholar
• Anderson, J. R., & Bower, G. H. (1972). Recognition and retrieval processes in free recall. Psychological Review, 79(2), 97–13. https://doi.org/10.1037/h0033773
   Web of Science ®Google Scholar
• Bahrick, H. P., Bahrick, L. E., Bahrick, A. S., & Bahrick, P. E. (1993). Maintenance of foreign language vocabulary and the spacing effect. Psychological Science, 4(5), 316–321. https://doi.org/10.1111/j.1467-9280.1993.tb00571.x
   Web of Science ®Google Scholar
• Bjork, R. A. (1975). Retrieval as a memory modifier: An interpretation of negative recency and related phenomena. In R. L. Solso (Ed.), Information processing and cognition: The Loyola symposium (pp. 123–144). Wiley.
   Google Scholar
• Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511733109
   Google Scholar
• Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H., & Pashler, H. (2012). Using spacing to enhance diverse forms of learning: Review of recent research and implications for instruction. Educational Psychology Review, 24(3), 369–378. https://doi.org/10.1007/s10648-012-9205-z
   Web of Science ®Google Scholar
• Çekiç, A., & Bakla, A. (2019). The effects of spacing patterns on incidental L2 vocabulary learning through reading with electronic glosses. Instructional Science, 47(3), 353–371. https://doi.org/10.1007/s11251-019-09483-4
   Web of Science ®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
• Challis, B. H. (1993). Spacing effects on cued-memory tests depend on level of processing. Journal of Experimental Psychology. Learning, Memory, and Cognition, 19(2), 389–396. https://doi.org/10.1037/0278-7393.19.2.389
   Web of Science ®Google Scholar
• Chukharev-Hudilainen, E., & Klepikova, T. A. (2016). The effectiveness of computer-based spaced repetition in foreign language vocabulary instruction: A double-blind study. CALICO Journal, 33(3), 334–354. doi : 10.1558/cj.v33i3.26055
   Web of Science ®Google Scholar
• Collins, L., & White, J. (2011). An intensive look at intensity and language learning. TESOL Quarterly, 45(1), 106–133. https://doi.org/10.5054/tq.2011.240858
   Web of Science ®Google Scholar
• DeKeyser, R. M. (2007). Practice in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge University Press.
   Google Scholar
• Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83–107. https://doi.org/10.2307/40264512
   Web of Science ®Google Scholar
• Etemadfar, P., Namaziandost, E., & Banari, R. (2019). The impact of different output-based task repetition conditions on producing speech acts among Iranian advanced EFL learners. Theory and Practice in Language Studies, 9(12), 1541–1549. https://doi.org/10.17507/tpls.0912.10
   Google Scholar
• Geranpayeh, A. (2003). A quick review of the English quick placement test. Research notes, 8–10. https://www.cambridgeenglish.org/Images/23127-research-notes-12.pdf
   Google Scholar
• Glenberg, A. M. (1979). Component-levels theory of the effects of spacing of repetitions on recall and recognition. Memory & Cognition, 7, 95–112. doi:10.3758/BF03197590 2
   PubMed Web of Science ®Google Scholar
• Goossens, N. A., Camp, G., Verkoeijen, P. P., & Tabbers, H. K. (2014). The effect of retrieval practice in primary school vocabulary learning. Applied Cognitive Psychology, 28(1), 135–142. https://doi.org/10.1002/acp.2956
   Web of Science ®Google Scholar
• Goossens, N. A., Camp, G., Verkoeijen, P. P., Tabbers, H. K., & Zwaan, R. A. (2012). Spreading the words: A spacing effect in vocabulary learning. Journal of Cognitive Psychology, 24(8), 965–971. https://doi.org/10.1080/20445911.2012.722617
   Web of Science ®Google Scholar
• Greene, R. L. (1989). Spacing effects in memory: Evidence for a two-process account. Journal of Experimental Psychology. Learning, Memory, and Cognition, 15(3), 371–377.
   Web of Science ®Google Scholar
• Hosseini, E. Z., Nasri, M., & Afghari, A. (2017). Looking beyond teachers’ classroom behavior: Novice and experienced EFL teachers’ practice of pedagogical knowledge to improve learners’ motivational strategies. Journal of Applied Linguistics and Language Research, 4(8), 183–200. http://www.jallr.com/index.php/JALLR/article/view/729
   Google Scholar
• Kornell, N. (2009). Optimising learning using flashcards: Spacing is more effective than cramming. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition, 23(9), 1297–1317. https://doi.org/10.1002/acp.1537
   Web of Science ®Google Scholar
• Lee, E., & Choe, M.-H. (2014). The effect of spaced repetitions on Korean elementary students’ L2 English vocabulary learning. Studies in English Education, 19(1), 55–75. http://www.geta.kr/inc/download.asp?File_Name=2013_21.pdf
   Google Scholar
• Lotfolahi, A. R., & Salehi, H. (2016). Learners’ perceptions of the effectiveness of spaced learning schedule in l2 vocabulary learning. SAGE Open, 6(2), 1–9. https://doi.org/10.1177/2158244016646148
   Google Scholar
• Lotfolahi, A. R., & Salehi, H. (2017). Spacing effects in vocabulary learning: Young EFL learners in focus. Cogent Education, 4(1), 1–10. https://doi.org/10.1080/2331186X.2017.1287391
   Google Scholar
• Mashhadi, A., Farvardin, M. T., & Mozaffari, A. (2017). Effects of spaced and massed distribution instruction on EFL learners’ recall and retention of grammatical structures. Teaching English Language, 11(2), 57–75. doi: 10.22132/tel.2017.53183
   Google Scholar
• Miles, S. W. (2014). Spaced vs. massed distribution instruction for L2 grammar learning. System, 42(2), 412–428. https://doi.org/10.1016/j.system.2014.01.014
   Web of Science ®Google Scholar
• Nakata, T. (2015). Effects of expanding and equal spacing on second language vocabulary learning: Does gradually increasing spacing increase vocabulary learning? Studies in Second Language Acquisition, 37(4), 677–711. https://doi.org/10.1017/S0272263114000825
   Web of Science ®Google Scholar
• Nakata, T., & Suzuki, Y. (2018). Effects of massing and spacing on the learning of semantically related and unrelated words. Studies in Second Language Acquisition, 41(2), 287–311. https://doi.org/10.1017/S0272263118000219
   Web of Science ®Google Scholar
• Namaziandost, E., & Çakmak, F. (2020). An account of EFL learners’ self-efficacy and gender in the flipped classroom model. Education and Information Technologies, 25(2). https://doi.org/10.1007/s10639-020-10167-7
   Google Scholar
• Namaziandost, E., Hashemifardnia, A., & Rahimi Esfahani, F. (2018). The comparative effect of spacing instruction and massed instruction on intermediate EFL learners’ reading comprehension. SAGE Open, 8(4), 1–8. https://doi.org/10.1177/21582440188110
   Google Scholar
• Namaziandost, E., Homayouni, M., & Rahmani, P. (2020). The impact of cooperative learning approach on the development of EFL learners’ speaking fluency. Cogent Arts & Humanities, 7(1), 1-13. https://doi.org/10.1080/23311983.2020.1780811
   Google Scholar
• Namaziandost, E., Hosseini, E., & Utomo, D. W. (2020). A comparative effect of high involvement load versus lack of involvement load on vocabulary learning among Iranian sophomore EFL learners. Cogent Arts and Humanities, 7(1), 1-15. https://doi.org/10.1080/23311983.2020.1715525
   Google Scholar
• Namaziandost, E., Nasri, M., & Rahimi Esfahani, F. (2019). Texts with various levels of hardness, reading comprehension and reading motivation: I+1 versus i-1. ELT Forum: Journal of English Language Teaching, 8(1), 60–77. https://doi.org/10.15294/elt.v8i1.30992
   Google Scholar
• Namaziandost, E., Nasri, M., Rahimi Esfahani, F., & Keshmirshekan, M. H. (2019). The impacts of spaced and massed distribution instruction on EFL learners’ vocabulary learning. Cogent Education, 6(1), 1661131. https://doi.org/10.1080/2331186X.2019.1661131
   Web of Science ®Google Scholar
• Namaziandost, E., Pourhosein Gilakjani, A., & Hidayatullah, H. (2020). Enhancing pre-intermediate EFL learners’ reading comprehension through the use of Jigsaw technique. Cogent Arts & Humanities, 7(1), 1–15. https://doi.org/10.1080/23311983.2020.1738833
   Google Scholar
• Namaziandost, E., Rahimi Esfahani, F., Nasri, M., & Mirshekaran, R. (2018). The effect of gallery walk technique on pre-intermediate EFL learners’ speaking skill. Language Teaching Research Quarterly, 8(3), 1–15. doi: 10.32038/ltrq.2018.08.01
   Google Scholar
• Namaziandost, E., Rezvani, E., & Polemikou, A. (2020). The impacts of visual input enhancement, semantic input enhancement, and input flooding on L2 vocabulary among Iranian intermediate EFL learners. Cogent Education, 7(1), 1-14. https://doi.org/10.1080/2331186X.2020.1726606
   Google Scholar
• Pagan, A., & Nation, K. (2019). Learning words via reading: Contextual diversity, spacing, and retrieval effects in adults. Cognitive Science, 43(1), 1–24. https://doi.org/10.1111/cogs.12705
   Web of Science ®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
• Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1(3), 181–210. https://doi.org/10.1111/j.1745-6916.2006.00012.x
   Web of Science ®Google Scholar
• Rogers, J. (2017). The spacing effect and its relevance to second language acquisition. Applied Linguistics, 38(6), 906–911. DOI: 10.1093/applin/amw052
   Web of Science ®Google Scholar
• Rohrer, D., & Pashler, H. (2007). Increasing retention without increasing study time. Current Directions in Psychological Science, 16(4), 183–186. https://doi.org/10.1111/j.1467-8721.2007.00500.x
   Web of Science ®Google Scholar
• Schuetze, U. (2015). Spacing techniques in second language vocabulary acquisition: Short-term gains vs. long-term memory. Language Teaching Research, 19(1), 28–42. https://doi.org/10.1177/1362168814541726
   Web of Science ®Google Scholar
• Seabrook, R., Brown, G. D., & Solity, J. E. (2005). Distributed and massed practice: From laboratory to classroom. Applied Cognitive Psychology, 19(1), 107–122. https://doi.org/10.1002/acp.1066
   Web of Science ®Google Scholar
• Segalowitz, N. (2010). The cognitive bases of second language fluency. Routledge.
   Google Scholar
• Serrano, R. (2011). The time factor in EFL classroom practice. Language Learning, 61(1), 117–145. https://doi.org/10.1111/j.1467-9922.2010.00591.x
   Web of Science ®Google Scholar
• Serrano, R. (2012). Is intensive learning effective? Reflecting on the results from cognitive psychology and the second language acquisition literature. In C. Munoz (Ed.), Intensive exposure experiences in second language learning (pp. 3–22). Multilingual Matters.
   Google Scholar
• Serrano, R., & Munoz, C. (2007). Same hours, different time distribution: Any difference in EFL? System, 35(3), 305–321. https://doi.org/10.1016/j.system.2007.02.001
   Google Scholar
• Smolen, P., Zhang, Y., & Byrne, J. H. (2016). The right time to learn: Mechanisms and optimization of spaced learning. Nature Review Neuroscience, 17(2), 77–88. https://doi.org/10.1038/nrn.2015.18
   PubMed Web of Science ®Google Scholar
• Snoder, P. (2017). Improving English learners’ productive collocation knowledge: The effects of involvement load, spacing, and intentionality. TESL Canada Journal, 34(3), 140–164. https://doi.org/10.18806/tesl.v34i3.1277
   Web of Science ®Google Scholar
• Sobel, H. S., Cepeda, N. J., & Kapler, I. V. (2011). Spacing effects in real-world classroom vocabulary learning. Applied Cognitive Psychology, 25(5), 763–767. https://doi.org/10.1002/acp.1747
   Web of Science ®Google Scholar
• Stoltzfus, M., & Sukseemuang, P. (2018). Distribution of instructional time in secondary, non-intensive Thai EFL classes: Effects on grammar acquisition. Electronic Journal of Foreign Language Teaching, 15(2), 322–337. https://e-flt.nus.edu.sg/v15n22018/stoltzfus.pdf
   Google Scholar
• Suzuki, Y., & DeKeyser, R. M. (2017). 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
• Ur, P. (2012). A course in English language teaching. Cambridge University Press.
   Google Scholar