Investigating Distribution of Practice Effects for the Learning of Foreign Language Verb Morphology in the Young Learner Classroom

Rowena E Kasprowicz,Nick Sephton,Emma Marsden

doi:10.1111/modl.12586

Rowena E Kasprowicz, Nick Sephton + Show 1 more

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https://doi.org/10.1111/modl.12586

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Abstract

AbstractWithin 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, but others for shorter spacing. Further, little is known about the role of cognitive individual differences (e.g., language analytic ability; LAA) in mediating practice distribution effects for L2 grammatical knowledge development and retention. To address this gap, this classroom‐based study investigated whether distribution of practice and LAA 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 a French verb inflection subsystem, at either posttest or delayed posttest. Minimal group‐level gains and substantial within‐group variation in performance at posttests were observed. Accuracy of practice during training and LAA were significantly associated with posttest 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.

Highlights

This question, relevant to all learning and skill development, is pertinent to the foreign language (FL) classroom, where class time is severely limited (Swanson & Mason, 2018) and there is little exposure outside of the classroom
The aim of this study is to explore the effects of longer versus shorter spacing of practice sessions in L2 grammar learning in a hitherto underresearched learner population in an ecologically valid FL classroom, and to investigate whether LAA moderated learning success under either practice distribution
This study investigated the impact of practice distribution on grammar learning and explored the extent to which accuracy during training and LAA moderated learning under shorter and longer practice schedules

Summary

Introduction

This question, relevant to all learning and skill development, is pertinent to the foreign language (FL) classroom, where class time is severely limited (Swanson & Mason, 2018) and there is little exposure outside of the classroom. The question of how practice should be distributed to facilitate learning and retention of knowledge has received extensive attention within cognitive psychology (Cepeda et al, 2006), yet only a handful of studies have addressed this question in relation to L2 grammatical knowledge development (Bird, 2010; Rogers, 2015; Suzuki, 2017; Suzuki & DeKeyser, 2017a) Such studies have yielded conflicting results, in part due to methodological differences (e.g., length and nature of instruction, nature of tests), and have focussed exclusively on adult learner populations. L2 grammar learning by young learners in the primary school classroom, an underresearched population and context Another purpose of the current study is to explore the potential of digital language-learning tools to enable learners to engage in practice and “offer a [still largely] unexploited opportunity to schedule study sessions in ways that optimize long-term retention” Such tools provide a rich source of data for improving our understanding in this area, in situ in classrooms, without compromising control over experimental design and internal validity, and can enable more robust investigation of causal relationships between training and testing performance under different conditions

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