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

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.