Interleaving in a Foreign Language Learning Context

Abstract

This study examined the efficacy of two learning procedures, blocked and interleaved learning, with regard to EFL vocabulary acquisition. Blocked learning activities are highly regarded by both instructors and students, yet laboratory research in the field of psychology has demonstrated the superiority of interleaved learning over blocked learning for the retention of learned material. While such research suggests that better learning procedures may be available to teachers and students, classroom-based research is needed to confirm the validity of these laboratory findings for the EFL classroom if stakeholders are to be persuaded to change their learning practices. The 68 Korean university students that took part in this study were divided into two groups of 34 students, one of which underwent a blocked vocabulary learning procedure and the other an interleaved one. The results reinforce the claims made for the efficacy of interleaved learning as compared to blocked learning with respect to the retention of learned material and suggest that interleaving is particularly beneficial when the material to be acquired is challenging. Overall, the study results suggest that EFL educators and students would benefit from considering the adoption of interleaved learning activities in order to maximize the retention of student learning.