Abstract
ABSTRACT The present study explores the effects of distributed practice by extending this area of research to L2 learning from audiovisual input. A total of 96 L1 Russian elementary to advanced learners of English watched five episodes of captioned TV series under three viewing distribution conditions: longer spacing of viewing once per week; shorter spacing of viewing once per day; and massed binge-watching of viewing all the episodes in one session. The participants’ knowledge of 25 target multi-word units was tested via the Vocabulary Knowledge Test before and after the intervention. The analyses considered learners’ viewing conditions, proficiency level and feeling of learning as factors. The results indicated that the participants significantly improved their knowledge of the target multi-word units regardless of their viewing condition, but there was a benefit of longer spacing compared to the other two groups. Although binge-watching is an enjoyable everyday activity for many viewers, it might be advisable for L2 learners to space their viewing sessions to achieve better outcomes.
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