Improving second language vocabulary learning and retention by leveraging memory enhancement techniques: A multidomain pedagogical approach

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dc.authorid0000-0001-8187-3206en_US
dc.authorid0000-0002-5892-3284en_US
dc.authorscopusid57222168103en_US
dc.authorscopusid57321293500en_US
dc.authorwosidX-2707-2018en_US
dc.authorwosidETO-7381-2022en_US
dc.contributor.authorKarataş, Nur Başak
dc.contributor.authorÖzemir, Oya
dc.contributor.authorLovelett, Jarrett T.
dc.contributor.authorDemir, Bora
dc.contributor.authorErkol, Kemal
dc.contributor.authorVerissimo, Joao
dc.date.accessioned2023-03-14T11:13:46Z
dc.date.available2023-03-14T11:13:46Z
dc.date.issuedEarly Accessen_US
dc.departmentYüksekokullar, Yabancı Diller Yüksekokulu, Yabancı Diller Bölümü
dc.description.abstractWe investigated whether learning and retaining vocabulary in a second language (L2) can be improved by leveraging a combination of memory enhancement techniques. Specifically, we tested whether combining retrieval practice, spacing, and related manipulations in a ‘multidomain’ pedagogical approach enhances vocabulary acquisition as compared to a typical learning approach. In a classroom-laboratory design, 48 Turkish university students studying L2 English were trained on 64 English words over 17 days. They were assigned to either a ‘typical’ study regimen of (re)studying the words on the first day (initial study) and last day (cramming) of training, or an ‘optimized’ regimen of retrieval practice (retrieving the words), moreover with feedback, spaced throughout the period, moreover with expanding gaps. The target words were tested before training (pre-test) and one and 11 days afterwards (post-tests). Mixed-effects modeling revealed a training-group by test-session interaction, due to greater improvements from optimized training (a striking 18 percentage-point accuracy increase from pre-test to both post-tests) than typical training (an 8 percentage-point increase). Further analyses showed that the optimized training advantages were mainly driven by high (rather than low) frequency words. Overall, the results suggest that a multidomain approach of combining different memory enhancement techniques can lead to substantial gains in both the learning and retention of L2 words, as compared to a typical study pattern. The findings have implications for L2 learning and pedagogy.en_US
dc.identifier.citationKaratas, N. B., Özemir, O., Lovelett, J. T., Demir, B., Erkol, K., Veríssimo, J., . . . Ullman, M. T. (2021). Improving second language vocabulary learning and retention by leveraging memory enhancement techniques: A multidomain pedagogical approach. Language Teaching Research, doi:10.1177/13621688211053525en_US
dc.identifier.doi10.1177/13621688211053525
dc.identifier.endpage38en_US
dc.identifier.issn1362-1688
dc.identifier.issn1477-0954
dc.identifier.issue10.2021en_US
dc.identifier.scopus2-s2.0-85118417549
dc.identifier.startpage1en_US
dc.identifier.urihttps://doi.org/10.1177/13621688211053525
dc.identifier.urihttps://hdl.handle.net/20.500.12428/3795
dc.identifier.volumeEarly Accessen_US
dc.identifier.wosWOS:000713339900001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorDemir, Bora
dc.institutionauthorErkol, Kemal
dc.language.isoen
dc.publisherSAGE Publicationsen_US
dc.relation.ispartofLanguage Teaching Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectSecond Languageen_US
dc.subjectVocabulary Learningen_US
dc.subjectWord Learningen_US
dc.subjectSpacing Effecten_US
dc.subjectDistributed Practiceen_US
dc.subjectRetrieval Practiceen_US
dc.subjectTesting Effecten_US
dc.subjectMultidomainen_US
dc.subjectEnglish As a Second Language (ESL)en_US
dc.subjectTeaching English to Speakers of Other Languages (TESOL)en_US
dc.titleImproving second language vocabulary learning and retention by leveraging memory enhancement techniques: A multidomain pedagogical approach
dc.typeArticle

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