The Effects of Relative Spacing on L2 Vocabulary Learning for Japanese EFL Learners

抄録

In the process of learning L2 vocabulary intentionally, spaced retrieval is one of the most effective ways to achieve long-term retention. However, there is no scholarly consensus on the specific effects of the different spacing types, including the expanding, equally-spaced, and contracting retrieval practices. This study compared these three types of retrieval practices to investigate their effects on L2 vocabulary learning. Japanese university students were asked to learn 30 English-Japanese pairs eight times under each of three conditions at the following respective intervals: expanding condition (Days 1, 1, 8, and 22), equally-spaced condition (Days 1, 8, 15, and 22), and contracting condition (Days 1, 15, 22, and 22). These participants were subjected to immediate testing after each of the four study phases in each case. To further assess retention, another round of testing was implemented after a five-week delay period. The expanding condition resulted in higher scores than the contracting condition on the delayed test; hence, this study suggests using the expanding schedule for long-term vocabulary learning.