INVESTIGATING VOCABULARY RETENTION UNDER SPACED AND MASSED LEARNING CONDITIONS IN THE EFL CLASSROOM
Main Article Content
Abstract
This study examines the effects of spaced and massed practice on vocabulary learning and retention among third-year English majors at Hong Duc University. Grounded in the spacing effect, it compares two conditions: intensive single-session practice and distributed practice across sessions. Participants learned 60 target words, evenly divided between conditions. Vocabulary knowledge was measured through immediate and four-week delayed tests, assessing both recognition and recall. Questionnaire data explored learner perceptions. Results show that spaced practice significantly improved long-term retention, whereas massed practice led to greater decline over time. The advantage of spaced learning was consistent across word types and learner preferences, highlighting its pedagogical value in tertiary EFL contexts.
Keywords
EFL learners, massed practice, spaced practice, vocabulary retention
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References
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