Enhancing Vocabulary Acquisition in Second Language Learners through Self-Regulation, Spaced Repetition, and Cognitive Load Management Strategies

Second language learners face a significant challenge in acquiring, retention and retrieving vocabulary. Building a strong vocabulary is essential for becoming fluent in a second language. Traditional methods like memorisation often prove ineffective. Recent breakthroughs in the understanding of memory and learning offer promising alternatives, such as Spaced Repetition (SR) and spaced retrieval (SpR), believed to work even better together.SR strategically schedules reviews of learned vocabulary at optimal intervals, leveraging the well-established spacing effect to enhance memory consolidation. SpR, on the other hand, emphasises active recall, where learners reconstruct information from memory without prompts, fostering deeper understanding and retrieval fluency. Effectively managing cognitive load, the amount of information learners can process at once, is crucial for the successful implementation of SR and SpR techniques. This study aims to investigate not only how learners perceive the effectiveness of this approach for long-term retention and practical application, but also how they experience the learning process in terms of cognitive load. This study incorporates a qualitative research approach to report the lived experiences of L2 learners utilising a combined SR and SpR method for vocabulary acquisition. Data were collected through semi-structured interviews. The data analysis involved coding and interpreting data to identify key themes and patterns in learners' experiences. The integration of SR and SpR positively influences the overall learning experience by promoting deeper cognitive engagement and better retention. Research shows that combining different instructional strategies, such as top-down and bottom-up processes, enhances vocabulary learning and retention. Cognitive load refers to the amount of information that learners can process at one time. While spaced learning offers advantages, it can be overwhelming if learners are presented with excessive vocabulary or complex retrieval tasks. As research on this combined approach continues to evolve, educators can utilise these findings to create inclusive and effective learning environments that empower L2 learners to achieve fluency and confidence in their vocabulary usage.

 

 

Author(s) Details

Shamsi Samavi Aghdam
Faculty of Literature and Humanities, Islamic Azad University, Bonab Branch, Bonab, Iran.

 

Roya Ranjbar Mohammadi
Faculty of Literature and Humanities, Islamic Azad University, Bonab Branch, Bonab, Iran.

 

Hassan Asadollahfam
Faculty of Literature and Humanities, Islamic Azad University, Bonab Branch, Bonab, Iran.

 

Mohammad Hossein Yousefi
Faculty of Literature and Humanities, Islamic Azad University, Bonab Branch, Bonab, Iran.

 

Please see the book here :- https://doi.org/10.9734/bpi/lleru/v9/6355

Research on the Impact of Mobile-Assisted Language Learning by Means of Tiny Cards App on the Vocabulary Learning and Retention of Intermediate EFL Learners | Chapter 3 | Research Highlights in Language, Literature and Education Vol. 4

 Emerging sciences have significantly changed the teaching and education processes, and there is no doubt that the fast advancement of electronics has altered the habit English teachers transfer information to their students. As a result, this study looked into the impact of MALL utilizing the Tiny Cards app on the vocabulary knowledge and retention of middle EFL learners. Vocabulary  is a very important style component that is nearly used in improving and pushing all other word skills. In this all-inclusive study, a quasi-exploratory design was used. A Quick Placement Test was used to choose 40 middle EFL students the one were enrolled in an English course at Farzan English Language Institute in Rasht, Iran, as homogenous colleagues. They were then split into equal exploratory and control groups in a non-random tone. To confirm the learners' initial information of vocabulary articles, a pretest of vocabulary was likely before the start of treatment. The exploratory group then received jargon instruction by way of Tiny Cards app over eight sessions, while the control group taken those items by way of traditional design of instruction without MALL. Overall, the effects of independent-samples t-tests for the posttest and slowed posttest of vocabulary disclosed a statistically significant dissimilarity in performance between two together groups on the posttest and delayed posttest of terminology learning and memory. The study came to the end that teachers, material builders, and educational authorities ability use the findings to educate MALL vocabulary to EFL juniors.

Author(s) Details:

Majid Pourmohammadi,
English Language Department, Rasht Branch, Islamic Azad University, Rasht, Iran.

Zahra Anvarpour Dero,
English Language Department, Rasht Branch, Islamic Azad University, Rasht, Iran.

Please see the link here: https://stm.bookpi.org/RHLLE-V4/article/view/10160