Please use this identifier to cite or link to this item:
Title: Time distribution and intentional vocabulary learning through repeated reading: a partial replication and extension
Author: Serrano Serrano, Raquel
Huang, Hsiao‐Yun
Keywords: Ensenyament de llengües estrangeres
Foreign language teaching
English language
Issue Date: 2021
Publisher: Taylor and Francis
Abstract: The 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.
Note: Versió postprint del document publicat a:
It is part of: Language Awareness, 2023, vol. 32, num. 1, p. 1-18
Related resource:
ISSN: 0965-8416
Appears in Collections:Articles publicats en revistes (Llengües i Literatures Modernes i Estudis Anglesos)

Files in This Item:
File Description SizeFormat 
709140.pdf376.45 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.