The indirect effects of testing: Can poor performance in a vocabulary quiz lead to long-term L2 vocabulary retention?
Taking a test on learned items enhances long-term retention of these items. However, it is believed that good performance in a test contributes to subsequent high retention of the tested items while poor performance does not. Recent studies have sought to find the optimal way to make up for this po...
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| Format: | Article |
| Language: | English |
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Castledown Publishers
2018-12-01
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| Series: | Vocabulary Learning and Instruction |
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| Online Access: | https://www.castledown.com/journals/vli/article/view/1732 |
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| _version_ | 1850087329774960640 |
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| author | Kohei Kanayama Kiwamu Kasahara |
| author_facet | Kohei Kanayama Kiwamu Kasahara |
| author_sort | Kohei Kanayama |
| collection | DOAJ |
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Taking a test on learned items enhances long-term retention of these items. However, it is believed that good performance in a test contributes to subsequent high retention of the tested items while poor performance does not. Recent studies have sought to find the optimal way to make up for this poor performance, and have indicated that giving the subsequent learning session soon after the test is one such way. This study is different from previous studies in that we used L1-L2 word pairs to examine whether restudying immediately after the failure in the test is useful for long-term retention. First, in the initial study session, all the participants (n = 52) were shown and asked to remember 20 English and Japanese word pairs (e.g., deceit:詐欺). A week later, Group A took the first test session (Initial Test) before the restudy session. On the contrary, Group B took the restudy session before the Initial Test. An hour after this session, both groups took Posttest 1. Then, Posttest 2 was conducted a week after Posttest 1. The results showed that Group A had significantly lower scores than Group B in the Initial Test (2% vs. 55%). However, the results were reversed in Posttest 1 (84.2% vs. 53.2%) and Posttest 2 (55% vs. 43.5%). This study found that a restudy session soon after poor performance in the Initial Test enhanced long-term L2 vocabulary retention because learners benefited from the indirect effects of testing. Thus, English teachers should take such effects into consideration when organizing vocabulary quizzes and restudy sessions.
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| format | Article |
| id | doaj-art-b5eff742fda84a5991d6be9dc358ff98 |
| institution | DOAJ |
| issn | 2981-9954 |
| language | English |
| publishDate | 2018-12-01 |
| publisher | Castledown Publishers |
| record_format | Article |
| series | Vocabulary Learning and Instruction |
| spelling | doaj-art-b5eff742fda84a5991d6be9dc358ff982025-08-20T02:43:13ZengCastledown PublishersVocabulary Learning and Instruction2981-99542018-12-017110.7820/vli.v07.1.kanayama.kasaharaThe indirect effects of testing: Can poor performance in a vocabulary quiz lead to long-term L2 vocabulary retention?Kohei Kanayama0Kiwamu Kasahara1Sapporo Otani High SchoolHokkaido University of Education Taking a test on learned items enhances long-term retention of these items. However, it is believed that good performance in a test contributes to subsequent high retention of the tested items while poor performance does not. Recent studies have sought to find the optimal way to make up for this poor performance, and have indicated that giving the subsequent learning session soon after the test is one such way. This study is different from previous studies in that we used L1-L2 word pairs to examine whether restudying immediately after the failure in the test is useful for long-term retention. First, in the initial study session, all the participants (n = 52) were shown and asked to remember 20 English and Japanese word pairs (e.g., deceit:詐欺). A week later, Group A took the first test session (Initial Test) before the restudy session. On the contrary, Group B took the restudy session before the Initial Test. An hour after this session, both groups took Posttest 1. Then, Posttest 2 was conducted a week after Posttest 1. The results showed that Group A had significantly lower scores than Group B in the Initial Test (2% vs. 55%). However, the results were reversed in Posttest 1 (84.2% vs. 53.2%) and Posttest 2 (55% vs. 43.5%). This study found that a restudy session soon after poor performance in the Initial Test enhanced long-term L2 vocabulary retention because learners benefited from the indirect effects of testing. Thus, English teachers should take such effects into consideration when organizing vocabulary quizzes and restudy sessions. https://www.castledown.com/journals/vli/article/view/1732direct and indirect effects of testinglong-term retentionpoor performancevocabulary quizword pairs |
| spellingShingle | Kohei Kanayama Kiwamu Kasahara The indirect effects of testing: Can poor performance in a vocabulary quiz lead to long-term L2 vocabulary retention? Vocabulary Learning and Instruction direct and indirect effects of testing long-term retention poor performance vocabulary quiz word pairs |
| title | The indirect effects of testing: Can poor performance in a vocabulary quiz lead to long-term L2 vocabulary retention? |
| title_full | The indirect effects of testing: Can poor performance in a vocabulary quiz lead to long-term L2 vocabulary retention? |
| title_fullStr | The indirect effects of testing: Can poor performance in a vocabulary quiz lead to long-term L2 vocabulary retention? |
| title_full_unstemmed | The indirect effects of testing: Can poor performance in a vocabulary quiz lead to long-term L2 vocabulary retention? |
| title_short | The indirect effects of testing: Can poor performance in a vocabulary quiz lead to long-term L2 vocabulary retention? |
| title_sort | indirect effects of testing can poor performance in a vocabulary quiz lead to long term l2 vocabulary retention |
| topic | direct and indirect effects of testing long-term retention poor performance vocabulary quiz word pairs |
| url | https://www.castledown.com/journals/vli/article/view/1732 |
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