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dc.contributor.authorSerrano Serrano, Raquel-
dc.contributor.authorHuang, Hsiao‐Yun-
dc.description.abstractThe aim of this study is to analyze the effect of different schedules of repeated reading practice on intentional vocabulary learning, and constitutes a partial replication and extension of the authors' previous study on incidental vocabulary learning. Two groups of Taiwanese EFL learners (n = 72) engaged in five repeated reading sessions; one group had the sessions on consecutive days (1-day intersession interval, ISI), whereas the other had them once a week (7-day ISI). Apart from reading for meaning, the students were also asked to focus on 36 target words. The students were tested before and immediately after the treatment. Moreover, a delayed posttest was scheduled at a retention interval (RI) of 4 and 28 days for the intensive group and spaced group respectively (considering an ISI/RI ratio of 25%). The results indicate that the shortspaced repeated reading sessions had a significantly more positive effect on vocabulary learning on both immediate and delayed posttest than the long-spaced sessions. The benefits of the short-spaced schedule were clearer in the current study on intentional vocabulary learning than in the authors' previous study on incidental learning through repeated reading.-
dc.format.extent37 p.-
dc.publisherTaylor and Francis-
dc.relation.isformatofVersió postprint del document publicat a:
dc.relation.ispartofLanguage Awareness, 2023, vol. 32, num. 1, p. 1-18-
dc.rights(c) Taylor and Francis, 2021-
dc.sourceArticles publicats en revistes (Llengües i Literatures Modernes i Estudis Anglesos)-
dc.subject.classificationEnsenyament de llengües estrangeres-
dc.subject.otherForeign language teaching-
dc.subject.otherEnglish language-
dc.titleTime distribution and intentional vocabulary learning through repeated reading: a partial replication and extension-
Appears in Collections:Articles publicats en revistes (Llengües i Literatures Modernes i Estudis Anglesos)

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