Effects of Spaced and Massed Distribution Instruction on EFL Learners' Recall and Retention of Grammatical Structures مقاله

نویسنده: Mashhadi، Amir ؛ Farvardin، Mohammad Taghi ؛ Mozaffari، Aminollah ؛

Teaching English Language Summer & Fall 2017، Volume 11 - Number 2 رتبه: ب/ISC (‎19 صفحه - از 57 تا 75 )

کلیدواژه ها: Recall Retention EFL learners Grammar learning Spaced Distribution Instruction Massed Distribution Instruction EFL ANOVA English

چکیده:

The efficacy of massed and spaced distribution instruction in second/foreign language learning is still an issue of debate. Moreover, few studies have probed the possible effect of spaced distribution practice on English as a foreign language (EFL) learners' recall and retention of grammatical structures. This study, therefore, aimed to examine this issue by recruiting 72 Iranian EFL junior high school students in a public school. The participants were randomly assigned to spaced distribution (n = 24), massed distribution (n = 23), and control (n = 25) groups. The massed distribution group had one intensive session on learning the target grammatical structures (i.e., the simple present affirmative, negative, and interrogative forms); the spaced distribution group had three sessions at irregular time intervals; while the control group received no instruction. To collect data on the recall and retention of the target structures, an error correction test was administered to the participants three times as the pretest, immediate posttest and delayed posttest. The results of the repeated measures mixed ANOVAs, one-way ANOVAs, and post hoc Tukey tests revealed that the spaced distribution group significantly outperformed the other two groups on the delayed posttest. However, there was no significant difference between the spaced and massed distribution groups on the immediate posttest. The findings suggest that EFL practitioners can incorporate spacing as an instructional strategy into the curricula and educational materials to foster the recall and retention of English grammatical structures.

خلاصه ماشینی:

Meanwhile, one of the controversial issues in teaching grammar to second/foreign language learners is that some scholars have questioned the notion of spaced distribution instruction superiority over massed distribution instruction (Collins, Halter, Lightbown, & Spada, 1999; Collins & White, 2011; Serrano & Munoz, 2007). Meanwhile, the majority of previous studies have revealed the greater learning potential of spaced instruction over massed instruction in learning of grammar (Miles, 2014), vocabulary (Miles & Kwon, 2008; Nakata, 2015; Pavlik & Anderson, 2005; Rohrer & Pashler, 2007; Schuetze, 2015), and reading (Seabrook, Brown, & Solity, 2005). In fact, empirical studies which have speciﬁcally delved into the effect of spaced and massed distribution instruction on foreign language grammar learning are few in number, but they are promising. In a more recent study, Miles (2014) also conducted a study on the effect of spaced distribution instruction versus massed distribution instruction on learning a few grammar items selected to be taught throughout the course period for 45 South Korean university students as the participants. Conversely, there is, in turn, recent evidence that spaced distribution instruction is superior to massed distribution instruction in the retention of target language structures, that is, when learning is measured following a delayed posttest (Miles, 2014; Schuetze, 2015). Therefore, this study intended to fill in (at least partially) the existing gap by investigating the effect of spaced and massed distribution instruction on EFL learners’ recall and retention of some selected grammatical structures (i.

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