Kasprowicz, Rowena Eloise orcid.org/0000-0001-9248-6834, Marsden, Emma Josephine orcid.org/0000-0003-4086-5765 and Sephton, Nick (2019) Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom. The Modern Language Journal. pp. 580-606. ISSN 1540-4781
Abstract
Within limited-input language classrooms, understanding the effect of distribution of practice (spacing between practice) on learning is critical, yet evidence is conflicting and of limited relevance for young learners. For second language (L2) grammar learning, some studies reveal advantages for spacing of 7 days or more (Bird, 2010; Rogers, 2015), but others for shorter spacing (Suzuki, 2017). Further, little is known about the role of cognitive individual differences (e.g., language analytic ability) in mediating practice distribution effects for L2 grammatical knowledge development and retention (Suzuki & DeKeyser, 2017). To address this gap, this classroom-based study investigated whether distribution of practice and language analytic ability moderated the effectiveness of explicit, input-based grammar instruction for young first language (L1) English learners of French (aged 8 to 11). The study revealed minimal differences between longer (7-day) versus shorter (3.5-day) spacing of practice for learning an L2 French verb inflection subsystem, at either post- or delayed post-test. Minimal group-level gains and substantial within-group variation in performance at post-tests was observed. Accuracy of practice during training and language analytic ability were significantly associated with post-test performance under both practice schedules. These findings indicated that within an ecologically valid classroom context, differences in distribution of practice had limited impact on learner performance on our tests; rather, individual learner differences were more critical in moderating learning. This highlights the importance of considering individual learner differences in the development of resources and the potential of digital tools for dynamically adapting instruction to suit individuals.
Metadata
Item Type: | Article |
---|---|
Authors/Creators: |
|
Copyright, Publisher and Additional Information: | © 2019 The Authors |
Keywords: | distribution of practice,foreign language learning,game-based learning,grammar,lag effects,language analytic ability,young learners |
Dates: |
|
Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 15 Jul 2019 09:10 |
Last Modified: | 02 Apr 2025 23:14 |
Published Version: | https://doi.org/10.1111/modl.12586 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1111/modl.12586 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:141710 |
Downloads
Filename: KASPROWICZ_et_al_2019_The_Modern_Language_Journal.pdf
Description: Investigating Distribution of PracticeEffects for the Learning of ForeignLanguage Verb Morphology in theYoung Learner Classroom
Licence: CC-BY 2.5
Description: Kasprowicz, Marsden & Sephton 2019 MLJ analytic ability had more effect on learning than distribtution of practice_Fr verb inflections_FINAL PUBLISHED