ERIC Number: EJ1084789
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
Reference Count: N/A
Effects of Expanding and Equal Spacing on Second Language Vocabulary Learning: Does Gradually Increasing Spacing Increase Vocabulary Learning?
Studies in Second Language Acquisition, v37 n4 p677-711 Dec 2015
Although expanding spacing is often regarded as the most effective practice schedule, studies comparing equal and expanding spacing have yielded mixed results. The present study set out to examine whether the amount of spacing and the retention interval may influence the effects of expanding and equal spacing on second language (L2) vocabulary learning. One hundred and twenty-eight Japanese college students studied 20 English-Japanese word pairs. The type of spacing (expanding and equal) and the amount of spacing (massed, short, medium, and long) were manipulated. Results demonstrated a limited, yet statistically significant, advantage of expanding spacing. The finding is significant because this is the first L2 study to find the superiority of expanding over equal spacing. The main effect of the amount of spacing was also significant, producing large effect sizes. Taken together, the results suggest that expanding spacing may facilitate vocabulary learning, although introducing spacing may have a larger effect.
Descriptors: Second Language Learning, Vocabulary Development, Statistical Analysis, Effect Size, Comparative Analysis, Retention (Psychology), College Students, Asians, Japanese, English (Second Language), Teaching Methods, Foreign Countries, Second Language Instruction
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: firstname.lastname@example.org; Web site: http://journals.cambridge.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Japan