Evaluating the effectiveness of spaced practice using computer-assisted language learning (CALL) in teaching and learning English vocabulary in the classroom: the case of Oman

This study aimed to investigate the impact of time distribution (i.e. spacing between practice sessions; intensive versus spaced) on vocabulary learning and retention in low-ability learners of L2 English using a Computer-assisted Language Learning tool (Quizlet), applied in actual practice at an Omani College of Technology. It also explored teachers’ and students’ perceptions of the use and implementation of Quizlet, in terms of its perceived ease of use (PEOU), perceived usefulness (PU) and behavioural intention (BI). A quasi-experimental design was adopted. The sample was drawn from six intact Level 1 classes from the English Language Center (ELC) at the College, comprising four teachers and 96 students. Students were allocated to three groups: intensive (1 day between practice sessions); spaced (7 days between practice sessions); and a test-only control group. The Experimental Groups (Intensive and Spaced) received four practice sessions (of 20 minutes each) to rehearse the target words. Baseline tests (the 2,000-5,000 vocabulary level test, a background questionnaire and working memory test) and three performance tests (pre-, immediate post- and delayed post-tests) were completed by all three groups. To investigate the participants’ perceptions of using Quizlet, interviews were conducted with the teachers, and the questionnaire was administered to students from both Experimental Groups. Both Experimental Groups demonstrated significant improvement in the immediate post-test, which they maintained in the delayed post-tests. Both groups scored significantly higher than the Control Group, who did not demonstrate any change over the three performance tests. Moreover, no significant differences were found between the Experimental Groups. Therefore, the findings suggest that there is no optimal spacing for better retention. In addition, both the teachers and students generally considered Quizlet to be easy to use and beneficial for vocabulary learning and expressed their willingness to use it in future

Evaluating the impact of spaced practice using computer-assisted language learning (CALL) on vocabulary learning in the classroom

This study investigated the influence of practice distribution (i.e. spacing between practice sessions) on successful vocabulary learning by examining two different time distributions, i.e. 1-day spacing (1-DS) versus 7-day spacing (7-DS) using a freely available computer-assisted language learning programme (Quizlet). The study achieved high ecological validity through a classroom-based study with low proficiency L2 English language learners at an Omani college of technology. The sample consisted of 96 participants in Control (n=33), 1-DS (n=34) and 7-DS (n=29) Groups. The Control Group was a test-only group with no explicit practice activities for the target words (34 nouns). Meanwhile, the 1-DS Group (one day spacing between each practice session) and 7-DS Group (seven day spacing between each practice session) received four 20-minute practice sessions using Quizlet to learn the target words. The participants completed baseline tests, including vocabulary level tests (VLTs), and working memory tests (WMTs), alongside performance tests at three time points (pre-, immediate post-, delayed post-test). The results revealed that the two experimental Groups (1-DS, 7-DS) both scored significantly and equally higher than the Control Group at post-test, indicating that the spacing of practice sessions did not mediate learning success through this computer-based vocabulary practice. The technique feature analysis (TFA) model by Nation and Webb (2011) was applied to identify the key features of Quizlet activities, which may contribute to its effectiveness for vocabulary learning. The results revealed that the activities met a high percentage of the TFA criteria, which may account for the significant learning gains achieved by both the 1-DS and 7-DS groups