Abstract:
Acquiring vocabulary has always been recognized as a significant and challenging part of language learning process. In this study, the researcher examined the extent to which form recall of target lexical items by learners of English as a foreign language (EFL) is affected by a) repetition and b) by the type of target item; single words versus collocations. The treatment consisted of non-communicative, (partly) decontextualized activities, in which the target items were taught and examined. For this purpose, 27 Iranian intermediate EFL learners were chosen and divided into two groups of A with 14 and B with 13 participants. In all activities, the participants had to supply the target items’ forms. Data were collected in a classroom setting in two groups, differing only in the type of target item. In class A, the research focused on single words and in class B the focus was on collocations. A pre and post test was administered to the participants before and after the treatment. The findings show a large effect of spaced repetition on form recall of single words and collocations. However, the participants in class A who were treated with single words outperformed the other group.
Machine summary:
Effect of Spaced Repetition on Iranian EFL Learners’ Form Recall of English Single Words and Collocations Bita Naderi, M.
In this study, the researcher examined the extent to which form recall of target lexical items by learners of English as a foreign language (EFL) is affected by a) repetition and b) by the type of target item; single words versus collocations.
Keywords: Collocation, form recall, repetition, single word, spaced repetition Introduction Vocabulary is one of the most important factors in language learning.
Moreover, most frequency studies so far have focused only on the effect of multiple encounters on recall or recognition of the meaning of single words (for exceptions, see Chen & Truscott, 2010; Eckerth & Tavakoli, 2012; Webb, 2007).
As a result, many researchers studied the effect of repetition in context on vocabulary learning, especially in the field of second and foreign language learning and teaching (e.
Henceforth, the following research question is stated; ●Does spaced repetition have a statistically significant effect on EFL learners’ collocation and single word recall?
●And the null hypothesis argued in the study is; Spaced repetition has no statistically significant effect on EFL learners’ collocation and single word recall.
This experimental study was set out to find out the effect of spaced repetition on learning and recalling single words and collocations during an explicit vocabulary instruction.
The effects of repetition and time of post-test administration on EFL learners’ form recall of single words and collocations.