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Abstract

The effectiveness of massed and spaced practice in second/foreign language learning is still an issue of debate. Moreover, few studies have probed the possible effect of spaced practice on EFL learners' vocabulary learning. The present study, therefore, aims at investigating the effectiveness of spaced practice and massed practice on vocabulary learning in authentic EFL classroom settings at tertiary level. The study also explores learners’ perceptions of using the spaced practice in vocabulary learning. To do so, 66 Saudi EFL learners were selected among 86 students based on the results of Oxford Quick Placement Test. The selected participants were then non-randomly divided into two equal experimental groups; spaced group and massed group. With these aims, both groups were taught the meaning of 50 new words in a massed learning condition and in a spaced learning condition. The massed group had one intensive session on learning the target vocabulary and the spaced distribution group had three sessions at irregular time intervals. Data collection instruments were Oxford Quick Placement Test, two vocabulary tests (pre-test and post-test), and questionnaires. The obtained results revealed that there was a significant difference between the post-tests of spaced and massed groups. The findings indicated that the spaced group significantly outperformed the massed group (p < .05) on the post-test. The results revealed that the students perceived spaced practice to be more effective than massed practice. The results indicate that the spaced group had positive perceptions toward the use of the spaced practice in vocabulary learning. In addition to further results, implications for second language acquisition and vocabulary learning theory, and English as a foreign language pedagogy are presented.

 

Keywords

EFL vocabulary learning, spaced practice, massed practice, perceptions