Engagement and preferences: EFL students’ use of collaborative retrieval practice

Abstract

Previous studies have consistently demonstrated that students typically favor collaborative retrieval practice over practicing individually. However, there is a gap in research regarding how EFL students specifically engage in collaborative retrieval practice compared to individual methods. This study aimed to investigate Saudi EFL students’ attitudes, perceptions, and practices regarding collaborative retrieval practice, as well as the conditions and factors influencing its implementation. A total of 195 undergraduate EFL students participated in a survey comprising 22 questions, including both open-ended free report and forced-report formats. Findings revealed that 63.6% of participants employ quizzing (collaborative retrieval practice) as a learning strategy during collaborative study sessions, with 79.5% using this approach some or most of the time. Additionally, 56% of participants found collaborative retrieval practice more enjoyable. Key term definitions emerged as the most commonly practiced material in these sessions. The study also highlighted that 70% of participants studied with one or two other peers. Furthermore, students reported active engagement in metacognitive processes, including joint decision-making and monitoring judgments regarding answer correctness and item deletion during practice sessions.