LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 21:2 February 2021
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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An Investigation of the Effects of Spaced Versus Massed Practice on
Saudi EFL Learners’ Vocabulary Learning

Arafat Hamouda

Abstract

The effectiveness of massed and spaced practice in second/foreign language learning is still an issue of debate. Moreover, few studies have probed the possible effect of spaced practice on EFL learners' vocabulary learning. The present study, therefore, aims at investigating the effectiveness of spaced practice and massed practice on vocabulary learning in authentic EFL classroom settings at tertiary level. The study also explores learners’ perceptions of using the spaced practice in vocabulary learning. To do so, 66 Saudi EFL learners were selected among 86 students based on the results of Oxford Quick Placement Test. The selected participants were then non-randomly divided into two equal experimental groups - spaced group and massed group. With these aims, both groups were taught the meaning of 50 new words in a massed learning condition and in a spaced learning condition. The massed group had one intensive session on learning the target vocabulary and the spaced distribution group had three sessions at irregular time intervals. Data collection instruments were Oxford Quick Placement Test, two vocabulary tests (pre-test and post-test), and questionnaires. The obtained results revealed that there was a significant difference between the post-tests of spaced and massed groups. The findings indicated that the spaced group significantly outperformed the massed group (p < .05) on the post-test. The results also revealed that the students perceived spaced practice to be more effective than massed practice. The results showed that the spaced group had positive perceptions toward the use of the spaced practice in vocabulary learning.

Keywords: Saudi EFL Learners, EFL vocabulary learning, spaced practice, massed practice, perceptions

Introduction

No one can deny the pivotal role played by vocabulary in foreign language learning. vocabulary is one of the most fundamental and significant components for foreign and second language comprehensibility. It is necessary in the sense that words are the basic building blocks of language, the unit of meaning from which larger structures such as sentences, paragraphs and whole texts are formed (Goossens et al., 2012). Vocabulary also plays a vital role in the mastery and use of language skills. It links the four skills of speaking, listening, reading, and writing all together. Language skills cannot be acquired and proceed appropriately without vocabulary acquisition (Ghanbari, Esmaili and Shamsaddini, 2015). Success in communication depends on how well students acquire and retain vocabulary. As claimed by Alenezi (2016), knowing vocabulary is considered useful for language students. He stated that students with more knowledge of vocabulary are more proficient in language study than those with less knowledge. Similarly, Schuetze (2015) has argued that the acquisition of an adequate vocabulary is essential for successful second language learners because without an extensive vocabulary, they will unable to use the structures and functions they may have learned for comprehensible communication. The same idea was adopted by Wilkins (1972) who argued that: “without grammar little can be conveyed, without vocabulary nothing can be conveyed.” Therefore, learning a language depends on learning its vocabulary. In order to communicate well in a foreign language, students should acquire an adequate number of words and should know how to use them accurately. The more vocabulary one knows or acquires, the better more sentences they could create. If people have less vocabulary, they not only cannot understand other’s saying, but also cannot make sentences to transfer their messages to the other people. Thus, they will understand English expressions if they have enough vocabularies.

Mastering vocabulary is very important for the students who learn English as a foreign language. Students often recognize its importance to their language learning since they feel that it is necessary to understand and communicate with others in English. They learn them to build their knowledge of words and phrases and helping them in enhancing their English knowledge and use. Nasri and Biria (2017) argue that the acquisition of an adequate vocabulary is essential for successful second and foreign language use because, without an extensive, learners will be unable to use structures and functions.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Arafat Hamouda
Assistant Professor
Assuit University
Egypt
arafathamouda62@gmail.com
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