Serrano Serrano, RaquelHuang, Hsiao‐Yun2020-06-032020-06-032018-06-010039-8322https://hdl.handle.net/2445/164091Repeated reading, which involves the reading of short passages several times, has been demonstrated to be beneficial for second language fluency (Chang & Millett, 2013) and vocabulary acquisition (Liu & Todd, 2014). Despite the increasing interest in repeated reading, no study has addressed the effects of time distribution how different encounters with the same text should be spaced for repeated reading to have the strongest impact on second language learning, specifically on vocabulary acquisition, the focus of the present study. This study includes two groups of 16-year-old EFL learners in Taiwan (n = 71). One group carried out assisted repeated reading (i.e., with audio support) once every day for five consecutive days (intensive distribution); the other read the same text once every week for five consecutive weeks (spaced distribution). Our results revealed that intensive practice led to more immediate vocabulary gains but spaced practice led to greater long-term retention.41 p.application/pdfeng(c) TESOL International Association, 2018Ensenyament de llengüesAnglèsLanguage teachingEnglish languageinfo:eu-repo/semantics/article6817122020-06-03info:eu-repo/semantics/openAccess