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Vocabulary retention in a spaced repetition longitudinal field study with high-school language learners / MIGUEL VARELA

Swansea University Author: MIGUEL VARELA

DOI (Published version): 10.23889/Suthesis.53503

Abstract

Despite a large amount of research on spaced repetition in L2 courses to retain vocabulary over time, we still do not see its full implementation in everyday classrooms. Laboratory and field studies (on spaced repetition) have worked with participants of different ages and have demonstrated that inf...

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Published: Swansea 2020
Institution: Swansea University
Degree level: Doctoral
Degree name: Ph.D
Supervisor: Tschichold, Cornelia
URI: https://cronfa.swan.ac.uk/Record/cronfa53503
first_indexed 2020-02-11T13:51:30Z
last_indexed 2025-03-20T07:32:54Z
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spelling 2025-03-19T10:33:37.3342063 v2 53503 2020-02-11 Vocabulary retention in a spaced repetition longitudinal field study with high-school language learners 601954b7dee74a0bc28f27f4ac6a957a MIGUEL VARELA MIGUEL VARELA true false 2020-02-11 Despite a large amount of research on spaced repetition in L2 courses to retain vocabulary over time, we still do not see its full implementation in everyday classrooms. Laboratory and field studies (on spaced repetition) have worked with participants of different ages and have demonstrated that information can be retained over time, even after several years. Some studies introduced spaced repetition in the classroom, but none of them integrated them fully as part of the curriculum for a whole year. This thesis describes an attempt to integrate spaced repetition in a high-school language course where students take a standard test at the end of the course. To investigate the implementation of spaced repetition, a main research study was conducted in which high-school students rehearsed 100 Spanish words every thirty days in eleven learning sessions. Participants were tested prior and during the treatment to monitor learning. Subjects were also tested 30, 60 and 70 days after the treatment to test vocabulary retention. Analysis of the results revealed that spaced repetition seems to play an important role in long-term vocabulary retention considering 70 days after the last learning session most of the words were still remembered. Further analysis revealed that the highest retention scores were obtained when the interstudy interval and the retention interval were equal in length. A final important finding was that lack of student motivation and engagement has emerged as a crucial factor that can negatively affect learning and consequent vocabulary retention. The implications of these findings for vocabulary learning research, and for vocabulary teaching in the classroom, are considered. E-Thesis Swansea Vocabulary, language, repetition 11 2 2020 2020-02-11 10.23889/Suthesis.53503 COLLEGE NANME COLLEGE CODE Swansea University Tschichold, Cornelia Doctoral Ph.D 2025-03-19T10:33:37.3342063 2020-02-11T10:41:22.9211821 Faculty of Humanities and Social Sciences School of Culture and Communication - English Language, Tesol, Applied Linguistics MIGUEL VARELA 1 53503__16559__7e774f20d2214a5084d9fcc0e3c03c28.pdf Miguel_A_Varela_PhD_Final.pdf 2020-02-11T10:56:26.7973820 Output 12961093 application/pdf E-Thesis – open access true true eng
title Vocabulary retention in a spaced repetition longitudinal field study with high-school language learners
spellingShingle Vocabulary retention in a spaced repetition longitudinal field study with high-school language learners
MIGUEL VARELA
title_short Vocabulary retention in a spaced repetition longitudinal field study with high-school language learners
title_full Vocabulary retention in a spaced repetition longitudinal field study with high-school language learners
title_fullStr Vocabulary retention in a spaced repetition longitudinal field study with high-school language learners
title_full_unstemmed Vocabulary retention in a spaced repetition longitudinal field study with high-school language learners
title_sort Vocabulary retention in a spaced repetition longitudinal field study with high-school language learners
author_id_str_mv 601954b7dee74a0bc28f27f4ac6a957a
author_id_fullname_str_mv 601954b7dee74a0bc28f27f4ac6a957a_***_MIGUEL VARELA
author MIGUEL VARELA
author2 MIGUEL VARELA
format E-Thesis
publishDate 2020
institution Swansea University
doi_str_mv 10.23889/Suthesis.53503
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Culture and Communication - English Language, Tesol, Applied Linguistics{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Culture and Communication - English Language, Tesol, Applied Linguistics
document_store_str 1
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description Despite a large amount of research on spaced repetition in L2 courses to retain vocabulary over time, we still do not see its full implementation in everyday classrooms. Laboratory and field studies (on spaced repetition) have worked with participants of different ages and have demonstrated that information can be retained over time, even after several years. Some studies introduced spaced repetition in the classroom, but none of them integrated them fully as part of the curriculum for a whole year. This thesis describes an attempt to integrate spaced repetition in a high-school language course where students take a standard test at the end of the course. To investigate the implementation of spaced repetition, a main research study was conducted in which high-school students rehearsed 100 Spanish words every thirty days in eleven learning sessions. Participants were tested prior and during the treatment to monitor learning. Subjects were also tested 30, 60 and 70 days after the treatment to test vocabulary retention. Analysis of the results revealed that spaced repetition seems to play an important role in long-term vocabulary retention considering 70 days after the last learning session most of the words were still remembered. Further analysis revealed that the highest retention scores were obtained when the interstudy interval and the retention interval were equal in length. A final important finding was that lack of student motivation and engagement has emerged as a crucial factor that can negatively affect learning and consequent vocabulary retention. The implications of these findings for vocabulary learning research, and for vocabulary teaching in the classroom, are considered.
published_date 2020-02-11T04:42:18Z
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score 11.089988

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