Are Learners Aware of Effective Ways to Learn Second Language Vocabulary from Retrieval? Perceived Effects of Relative Spacing, Absolute Spacing, and Feedback Timing on Vocabulary Learning
Tatsuya Nakata
Faculty of Foreign Language Studies, Kansai University
doi: http://dx.doi.org/10.7820/vli.v04.1.nakata
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Abstract
Although the effects of retrieval-based learning may be affected by
factors such as relative spacing, absolute spacing, and feedback timing,
few studies have examined learners’ perceived effects of these factors on
second language (L2) vocabulary learning. With this limitation in mind,
the present study examined learners’ perceived effects of the above three
factors on L2 vocabulary learning. A questionnaire was administered to
226 Japanese college students. The results showed that the participants
(1) considered relative spacing not to affect learning, (2) perceived spaced
learning to be more effective than massed learning, and (3) considered
immediate and delayed feedback to be equally effective, all of which are
supported by earlier empirical research. The results suggest that L2
learners are able to make accurate judgments about the effectiveness of
retrieval-based vocabulary learning techniques.

Citation
Nakata, T. (2015). Are learners aware of effective ways to learn second language vocabulary from retrieval? Perceived effects of relative spacing, absolute spacing, and feedback timing on vocabulary learning. Vocabulary Learning and Instruction, 4 (1), 66-73. doi: 10.7820/vli.v04.1.nakata