Group 2: The effect of spaced repetition on learning vocabulary by beginner

English learners at UEF.

CHAPTER 1: INTRODUCTION
1.1 The problem statement
Vocabulary learning strategies can be considered as a part of general
learning strategies in second language acquisition. Language learning strategies
(LLS) have been of interest to researchers since the 1970s when researchers
tried to track the types of learning strategies used by successful second language
(L2) learners (e.g. Rubin, 1975). In the history of LLS studies, between the
1980s and 1990s, occurred toward the categorization of them (e.g. Chamot et
al., 1999), for instance, proposed three types of strategies including cognitive,
metacognitive, and social/affective strategies. Recently, there is an uproar on a
language learning strategy that applies spaced repetition to vocabulary learning.
The spacing effect is a ubiquitous phenomenon, whereby memory is enhanced
for the information that is learned across different points in time rather than
being learned at once. For example, learners spending 5 minutes learning a list
of words on 3 following days perform better on vocabulary tests than learners
spending 15 minutes learning the same list of words at once. This phenomenon,
called the spacing effect, has been an active research direction in experimental
psychology and has been extended to educational settings in recent years.
In these days and age, vocabulary problems apply well to non-native
language users who often find themselves looking for words to express
themselves in speaking and writing. From my observation, UEF students often
find themselves struggling to absorb an intensive amount of vocabulary on their
journeys as L2 learners. It has been found that the most frequently used
vocabulary learning strategies by learners are using a bilingual dictionary,
verbal and written repetition, studying spelling, guessing from context, and
asking classmates for meaning. Only a minor number of students know about
the spaced repetition method, and even fewer students know how to implement
it. Therefore, this study aims to investigate the effectiveness of spaced practice
in L2 vocabulary learning and to investigate learners’ perception of spaced
methodology in practical uses. In line with prior findings, we expected that the
spaced practice would result in better performance than massed practice.

1.2 Rationale for the present study

This research seeks to help L2 learners acknowledge the competence of
the spaced repetition method via vocabulary learning. To date, several studies
have been conducted in authentic educational settings in an attempt to
demonstrate the advantageous effects of spaced practice over the massed
practice in word learning (e.g., Bloom & Shuell, 1981; Gerbier, Toppino, &
Koenig, 2015; Goossens et al., 2012; Kornell, 2009; Schuetze, 2015; Sobel et
al., 2011; Zigterman, Simone, & Bell, 2015).
Additionally, guiding students to be more familiar with the spaced
repetition method as well as illustrating the adequate approach to putting this
method to work. Practicing spaced repetition involves these steps: Planning the
spacing intervals of your study sessions, reviewing and studying the
information for the first time, recalling the information at the first spacing
interval, and continuing to recall the information at chosen intervals.
Ultimately, this research provides innovative vocabulary learning strategies for
learning vocabulary via spaced repetition method.
1.3 Aims of the study and research questions
Aims: This research aims to investigate the effectiveness of spaced repetition
on learning vocabulary by beginner English learners at UEF

Research questions:
1. From the students’ perspectives, what are the advantages of spaced
repetition in vocabulary learning?
2. How do students implement spaced repetition in vocabulary learning?
CHAPTER 2: LITERATURE REVIEW
2.1 Vocabulary learning
2.1.1 Definition of vocabulary
 Vocabulary (from the Latin for "name," also called wordstock, lexicon,
and lexis) refers to all the words in a language that are understood by a
particular person or group of people. There are two main types of vocabulary:
active and passive. An active vocabulary consists of the words we understand
and use in everyday speaking and writing. Passive vocabulary is made up of
words that we may recognize but don't generally use in the course of normal
communication (Norquist, 2019).

An active vocabulary is made up of the words readily used and clearly

understood by an individual when speaking and writing. Contrast with passive
vocabulary. Manser (2004) notes that active language consists of the words that
people use frequently and confidently. If someone asks them to make up a
sentence containing such and such a word—and they can do it—then that word
is part of their active vocabulary.

A passive vocabulary is made up of the words that an individual

recognizes but rarely uses when speaking and writing. Also known as
recognition vocabulary, contrasts with active vocabulary (Norquist, 2019).

According to Reynolds and Acres (2013), learners' passive vocabulary is

likely to contain more words than active ones. One way to improve the range of
the vocabulary in their writing is to transfer words from their own passive to
active vocabulary.

2.1.2 Ways to learn vocabulary

One of the easiest ways to build learners’ English vocabulary, they must
read. And, then, read some more. Reading in English requires learners to learn
new words. Bookworms' minds will constantly be at work as they try to identify
the meaning of the words they are reading in the text (Williams, 2018).
 Nowadays, with the constant evolution of technology, human’s in
modern times always have access to a dictionary. Make the dictionary a man’s
best friend. Download a dictionary to your phone or place a dictionary app on
each of your electronic devices. In addition to looking up the meaning of new
words, dictionary apps also have learning tools such as the “Word of the day”.

Furthermore, in the article above, many people find it helpful to sing a

song using vocabulary words. Melodies can help us memorize new words.
Make it a practice to sing the definitions of the words that the learners are
learning.

And if the learners are visual learners, the author of the article also
suggests looking for ways to understand the new vocabulary word visually. For
example, as learners learn a new word, draw a picture that helps them
remember the meaning. If the learners are not an artist, look for images online
that they can print off to help them remember the meaning of words that
learners are trying to add to their English vocabulary.

For others, it is most effective to write a new word. By writing the word
in a complete sentence, learners are not simply memorizing a new word, but
they are also learning how to use the word in context. Many students try to
write the new vocabulary word in several sentences to help them see it used in
various ways.

Numerous vocabulary apps help build learners' vocabulary. In addition

to language learning apps, there are English-based vocabulary apps such as
Duolingo. These apps are designed to build a student’s vocabulary to help them
score higher on standardized tests.
 Flashcards often have a bad reputation, but they shouldn’t. Flashcards
are a great way to memorize new vocabulary words. While it is not the most
exciting way to master new terms, it is effective. There are many ways to make
flashcards, but the basic idea is to include both the word and the definition.
Then, review the flashcards until you have mastered the terms.

I n learners' spare time, take a variety of vocabulary quizzes online. Many

online vocabulary quiz sources allow learners to select their learning level (such
as beginner or proficient). In addition, they can also create their vocabulary
quizzes with sites such as Quizlet. This is especially helpful for students trying
to master vocabulary in a certain area (such as professional English or medical
English).

2.2 Spaced repetition

2.2.1 Definition
Spaced repetition (also known as spaced rehearsal, graduated intervals,
repetition spacing, repetition scheduling, or spaced/expanded retrieval) is a
learning method by which they review learned information at gradually
increasing intervals. This method uses the spacing effect (sometimes called
distributed practice) which increases the recall of learned information when the
learning is spaced out over time as opposed to being crammed into one learning
session. (Spaced Repetition, n.d.).

For example, pupils will remember more information if they study for an
exam for an hour every day for a week leading up to the exam than if they
"crammed" and studied 7 hours the night before an exam. Spaced repetition is
when the intervals in between studying would be gradually increased. This type
of learning and studying is very effective when a greenhorn needs to learn mass
amounts of information that must be able to recall. For example, math formulas
or vocabulary for a new language.
2.2.2 The benefits of spaced repetition in vocabulary learning
 In a 2017 study (Smith, C. D., & Scarf, D. 2017), the researchers
reviewed research on the spacing effect that has employed spaces of 24h or
more across skill-related tasks, language-related tasks, and generalization for
adults and children. The result of the research concluded: spacing enhances
word and grammar learning in children. In adults, spacing enhances the learning
or acquisition of skills but does not enhance the learning of words or grammar.
However, in both adults and children, spacing generally enhances the
generalization of learning and the retention of words, grammar, and skills.

2.2.3 Techniques for using spaced repetition in vocabulary learning (or

steps)

1. Review Your Notes

Within 20-24 hours of the initial intake of information, make sure the
information is written down in notes and that you have reviewed them for short
term retention. During the reviewing session, you want to read them, but then
look away and try to recall the most important points.
2. Recall the Information for the First Time
After a day, try to recall the information without using any of your notes
as much. Try recalling when you’re taking a walk or sitting down and relaxing.
3. Recall the Material Again
After that, recall the material every 24-36 hours over the course of
several days. They don’t have to be lengthy study sessions. Try a recall session
when you’re standing in an elevator or waiting in line. You are still free to look
at your notes or flashcards, but try recalling while working with those notes.
4. Study It All Over Again
After several days have passed, take out your material and study it all
over again. If this information is for a test, make sure that this is done within a
week before the test. This allows your brain to reprocess concepts.
2.2.4 Theoretical support
Learning from the forgetting curve: According to Ebbinghaus (1885),
the hypothesis of the forgetting curve states that 90 percent of information or
knowledge learned will be forgotten within three days. For this reason, it is
essential to review new information or knowledge within 24 hours of initial
consumption. Learners that do so will then be able to retain approximately 80
percent of the information or knowledge.
2.3 Previous studies
One of the first studies that are related to the subject, Nguyen, T. H. T
(2015): This study aims at exploring vocabulary learning strategies employed
by second-year students of different learning styles at the School of Law,
Vietnam National University. The data collection tools used in this study
included survey questionnaires and interviews. The study's major findings
showed that most second-year students at the School of Law, Vietnam National
University preferred the visual learning style; ranking second was the auditory
learning style, and the fewest students were found to prefer the kinesthetic
learning style.

In the field of seeking effective vocabulary learning strategies. the

second study by Nguyen, T. T. N (2017) aims to identify the most effective
vocabulary learning strategies and implement them in teaching at Hong Duc
University for non-specialized foreign language students. Using a convenience
sample to calculate how often a vocabulary learning strategy is used by students
at a medium, low, and high level. The obtained results show that the most
effective strategies are: using an English-Vietnamese bilingual dictionary,
reading words aloud while learning, and asking the Vietnamese teacher the
meaning of the word.
 Similarly, the next study by Pham, M. L (2022) aims to survey the
vocabulary learning strategies of first-year students majoring in English at a
school of Thai Nguyen University and find out the relationship between
vocabulary learning strategies and the student's vocabulary to help students
develop appropriate vocabulary learning strategies in the process of improving
their vocabulary capacity. To collect data, the researcher used a questionnaire
surveying students' vocabulary learning strategies and a vocabulary test. The
results of the study show that the majority of students use many different
vocabulary learning strategies, thereby indicating that in the process of teaching
and learning, students need to constantly learn and develop many other
strategies; at the same time, teachers also need to support students in being
aware of their learning styles, and study habits; help students practice effective
learning strategies and foster self-study.

Unlike earlier studies, Nguyen, N. B’s research aims to give some

suggestions on learning solutions for clumsy words to help students of Ho Chi
Minh City Academy of Cadets learn English effectively by themselves. The
study was carried out to assess the learning level of students based on the
English Program according to the European Competency Standard, consisting
of English communication modules 1, 2, 3, and 4 and specialized English
modules. The final results show that more than half of the students in the 2018
and 2019 courses have low scores and need to re-learn basic English. Thereby,
the article shows that it is very important for teachers to help students find the
motivation to study and use English.

The last research investigates the incorporation a digital pop-quiz

database in teaching English, Nguyen, T. H. H & Nguyen, T. D (2021): aims to
survey the application of Quizlet from two universities of Economics and
Business Administration and Thai Nguyen University in teaching English to see
how autonomous learners learn vocabulary. Two survey questionnaires on sixty
second-year students from the University of Economics and Business
Administration - Thai Nguyen University lasted 10 weeks to survey students'
learning attitudes before and after using Quizlet: for the first five weeks,
students are taught without the application of Quizlet, while for the next five
weeks of the second phase, Quizlet is included to support vocabulary learning.
The results of the study show that students feel more interested and eager to
learn vocabulary, moreover, students become more active and independent. So,
it can be concluded that using Quizlet in teaching English vocabulary is
beneficial for learners, especially in supporting independent learning.

CHAPTER 3: METHODS AND PROCEDURES

3.1 Research design
- Quantitative & Qualitative
The research is going to utilize both quantitative and qualitative.
Although many researchers see themselves as belonging to one or other
paradigms, others happily combine both. By combining the two methods, the
process can highlight the importance of choosing the appropriate methods for
the research questions and theory (Brannen, 1992).
3.1.1 Setting and participants??

As for determining the sample size, our research aims to utilize

convenience sampling techniques to look for selected target participants,
particularly those whose English proficiency is at a starter to intermediate level.
The sample group will consist of non-English major students at UEF. Using
convenience sampling techniques to help choose the sample provides us with
willing participants from acquaintances to help save time and budget.

3.1.2 Research instruments

The data for this study were collected via questionnaires. The reason for
choosing the questionnaire is because the study aims to be descriptive static, we
will calculate the frequency and the percentage of the responses. The
questionnaire is the most convenient and effective one in this research. The
study concludes with multiple-choice questions and close-ended questions.

3.2 Research procedure

First, a questionnaire will be created which includes multiple choice
questions and linker scale questions to survey the effectiveness of spaced
repetition in learning vocabulary by beginner English learners at UEF.

Next, this study approached about 50 UEF beginners learning English by

sending the questionnaire to 2-3 groups of students on Facebook and
acquaintances at UEF of those who did the survey.

Finally, opinions about the satisfaction level of the method of spaced

repetition will be recorded through the linker scale questions at the end of every
surgery.
3.3 Data analyzing
After the research procedure has been completed, all of the information
collected will enter an analyzing process which will be held by a computer
program such as the Google Form analysis system. By using Google Forms, all
of the information will be converted to alphanumeric data, making the statistical
process easier and faster to generate a conclusion of the research.

Reference List

1. Nguyen, T. H. T (2015), A study on English vocabulary strategies

exploited by the second-year students of different learning style
preferences at School Of Law, Student majoring in English Teaching
Methodology, Vietnam National University.
2. Nguyen, T. T. N (2017), Survey on English vocabulary learning
strategies of non-English major students at a university. Master's Thesis,
Hanoi National University, Vietnam.
3. Pham, M. L (2022), Research and survey strategies to learn first-year
specialized vocabulary at a school of Thai Nguyen University. Journal of
Science and Technology - Thai Nguyen University, Vol 227(04), pp. 84-
90.
4. Nguyen, N. B (printing), Some effective ways of self-studying
vocabulary by students at Ho Chi Minh City Academy of Cadets, Thesis
of Doctorate in Political Science, Ho Chi Minh City Cadets Academy.
5. Nguyen, T. H. H & Nguyen, T. D (2021). Applying Quizlet software to
create learners' autonomy in learning English vocabulary of students at
the University of Economics and Business Administration - Thai
Nguyen. University of Economics and Business Administration - Thai
Nguyen University. Journal of Science and Technology - Thai Nguyen
University, Vol 226(03), pp 34-42.

6. Vocabulary learning strategies: A comparative study of EFL learners (13

Sep, 2020)
7. https://www.tandfonline.com/doi/full/10.1080/23311908.2020.1824306
8. Hermann Ebbinghaus (1885) and Spaced Repetition (1985):

https://supermemo.guru/wiki/
Hermann_Ebbinghaus_(1885)_and_spaced_repetition_(1985)

9. Spaced Repetition: A Guide to the Technique (Apr 30, 2021)

https://e-student.org/spaced-repetition/

10. Spacing Repetitions Over Long Timescales: A Review and a

Reconsolidation Explanation

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5476736/
APPENDICES

Table of question

1. What's your name? Your ● Self-answer.

major in UEF

2. Do you consider yourself a ● Yes (Continue the survey)

beginner-leveled English ● No (Remove the survey)
learner?

3. Which strategies do you often ● Verbal and written repetition

use when learning English ● Studying the spelling
vocabulary? ● Guessing from context
● Using a bilingual dictionary

4. Have you ever tried using one ● Yes

of these methods: using ● No
flashcards, active recall
(reviewing without using
information), or planning a
learning schedule?

5. How effective do you find ● Very effective

those methods for learning ● Effective
English vocabulary? ● Neutral
● Ineffective
● Completely Useless
 6. How often do you use those
stated methods?
● Always (100%)
● Usually (90%)
● Often (70%)
● Sometimes (50%)
● Never (0%)

7. All of those stated methods are ● Very high

called Spaced Practice, what is ● High
your level of satisfaction of ● Average
Spaced Practice methods ● Low
comparing to the conventional ● Very low
learning strategies?

Bảng câu hỏi

● Tự trả lời
1. Bạn tên là gì? Chuyên ngành của
bạn tại UEF là:

● Có
2. Bạn có nghĩ rằng trình độ tiếng ● Không
Anh của mình đang ở cấp độ người
mới bắt đầu học không?

● Tự đọc và chép lại

3. Bạn thường dùng phương pháp ● Tập trung vào phát âm
học tiếng Anh nào sau đây? ● Đoán nghĩa
● Sử dụng từ điển Anh - Việt

● Có
4. Bạn đã bao giờ sử dụng một trong ● Không
những cách học này chưa: sử dụng
flash card, tự ôn mà không sử dụng
tài liệu, lên kế hoạch học cụ thể?

● Rất hiệu quả

5. Bạn thấy những phương pháp ● Hiệu quả
trên hiệu quả thế nào?
 ● Trung lập
● Không hiệu quả
● Hoàn toàn vô dụng

● Luôn luôn (100%)

6. Bạn có thường hay sử dụng ● Thông thường (90%)
những phương pháp này không? ● Thi thoảng (70%)
● Đôi khi (50%)
● Không bao giờ (0%)

● Rất hài lòng

7. Những phương pháp nêu trên gọi ● Hài lòng
là “phương pháp học ngắt quãng”, ● Trung lập
so với những phương pháp học ● Không hài lòng
thông thường thì mức độ hài lòng ● Rất không hài lòng
của bạn là như thế nào