Multimedia effects during retrieval practice: Images that reveal the answer reduce vocabulary learning.

2021 ◽  
Author(s):  
Gesa S. E. van den Broek ◽  
Tamara van Gog ◽  
Evelien Jansen ◽  
Mirja Pleijsant ◽  
Liesbeth Kester
Keyword(s):  
Retrieval Practice ◽  
Vocabulary Learning

Distributed Practice and Retrieval Practice in Primary School Vocabulary Learning: A Multi-classroom Study

2016 ◽  
Vol 30 (5) ◽  
pp. 700-712 ◽  
Author(s):  
Nicole A. M. C. Goossens ◽  
Gino Camp ◽  
Peter P. J. L. Verkoeijen ◽  
Huib K. Tabbers ◽  
Samantha Bouwmeester ◽  
...  
Keyword(s):  
Primary School ◽  
Retrieval Practice ◽  
Vocabulary Learning ◽  
Distributed Practice ◽  
Classroom Study

Focus on the forms

2013 ◽  
Vol 36 (2) ◽  
pp. 132-145 ◽  
Author(s):  
Michael Harrington ◽  
Wenying Jiang
Keyword(s):  
Semantic Information ◽  
Testing Effect ◽  
Retrieval Practice ◽  
Vocabulary Learning ◽  
Measurable Effect ◽  
Retrieval Task ◽  
Form Recognition ◽  
Word Forms ◽  
Test Sets ◽  
Supplementary List

This study examines the effect of recognition-based retrieval practice on vocabulary learning in a university Chinese class. Students (N=26) were given practice retrieving new vocabulary (single or two-character words) in a series of simple form recognition tests administered over four weeks. The test sets consisted of target vocabulary that appeared in the previous week’s lesson and distracter items drawn from upcoming vocabulary. Tests were group-administered via PowerPoint and students used a checklist response to indicate whether a given item had appeared in the previous week’s material. Responses relied on episodic knowledge of previous exposure and required no processing of semantic information. Students were able to reliably identify the target items in the retrieval task with performance on these items being found superior to that for supplementary list control words on midterm and final vocabulary tests. The findings indicate that a focus on word forms can have a measurable effect on vocabulary learning in the classroom and underscores the efficacy of retrievalbased testing (the testing effect, Barcroft, 2007; Roediger & Karpicke, 2006) in facilitating vocabulary learning. The implications for recognition-based retrieval practice in vocabulary instruction in the Chinese classroom are discussed.

Distributed Practice and Retrieval Practice in Primary School Vocabulary Learning

2014 ◽  
Author(s):  
Gino Camp ◽  
Nicole A. M. C. Goossens ◽  
Peter Verkoeijen ◽  
Huib K. Tabbers ◽  
Rolf Zwaan
Keyword(s):  
Primary School ◽  
Retrieval Practice ◽  
Vocabulary Learning ◽  
Distributed Practice

Comparing the merits of word writing and retrieval practice for L2 vocabulary learning

System ◽  
2020 ◽  
Vol 89 ◽  
pp. 102206
Author(s):  
Sarah Candry ◽  
Julie Decloedt ◽  
June Eyckmans
Keyword(s):  
Retrieval Practice ◽  
Vocabulary Learning ◽  
Word Writing ◽  
L2 Vocabulary

EFFECTS OF LEARNING DIRECTION IN RETRIEVAL PRACTICE ON EFL VOCABULARY LEARNING

2021 ◽  
pp. 1-22
Author(s):  
Masato Terai ◽  
Junko Yamashita ◽  
Kelly E. Pasich
Keyword(s):  
Retrieval Practice ◽  
Native Speakers ◽  
Paired Associate ◽  
Vocabulary Learning ◽  
Paired Associate Learning ◽  
L2 Proficiency ◽  
Associate Learning ◽  
L2 Learning ◽  
Learning English

Abstract In paired-associate learning, there are two learning directions: L2 to L1 (L2 words as stimuli and L1 words as responses) and L1 to L2 (L1 words as stimuli and L2 words as responses). Results of previous studies that compared the effects of the two learning directions are not consistent. We speculated that the cause of this inconsistency may be L2 proficiency, as the strengths of the lexical links between L2 and L1 are different depending on the learner’s L2 proficiency. This hypothesis was examined with 28 native speakers of Japanese learning English. Participants studied novel English words in the two learning directions. The results of posttests showed that for lower-proficiency learners, L2-to-L1 learning was more effective than L1-to-L2 learning, while for higher-proficiency learners, L1-to-L2 learning was more effective. The findings suggest that L2 proficiency influences the effects of learning direction on vocabulary learning.

scholarly journals The benefit of retrieval practice over elaborative restudy in primary school vocabulary learning

2014 ◽  
Vol 3 (3) ◽  
pp. 177-182 ◽  
Author(s):  
Nicole A.M.C. Goossens ◽  
Gino Camp ◽  
Peter P.J.L. Verkoeijen ◽  
Huib K. Tabbers ◽  
Rolf A. Zwaan
Keyword(s):  
Primary School ◽  
Retrieval Practice ◽  
Vocabulary Learning

The Effect of Retrieval Practice in Primary School Vocabulary Learning

2013 ◽  
Vol 28 (1) ◽  
pp. 135-142 ◽  
Author(s):  
Nicole A. M. C. Goossens ◽  
Gino Camp ◽  
Peter P. J. L. Verkoeijen ◽  
Huib K. Tabbers
Keyword(s):  
Primary School ◽  
Retrieval Practice ◽  
Vocabulary Learning
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