A state-of-the-art review of distribution-of-practice effects on L2 learning

• Published in: Studies in second language learning and teaching Vol. 12; no. 3; pp. 355 - 379
• Main Author: Serrano, Raquel
• Format: Journal Article
• Language: English
• Published: Kalisz Wojskowe Biuro Historyczne im. gen. broni Kazimierza Sosnkowskiego 01.09.2022; Military Historical Bureau of Lieutenant-General Kazimierz Sosnkowski; Adam Mickiewicz University Faculty of Pedagogy and Fine Arts; Adam Mickiewicz University Department of English Studies; Adam Mickiewicz University in Poznań
• Subjects: Class Activities; Classroom Environment; Classrooms; Cognitive psychology; College Students; Comparative Analysis; distributed practice; Educational Practices; Elementary Secondary Education; English (Second Language); Evidence; Eye Movements; Grammar; Higher Education; Incidental Learning; Individual Differences; intensive instruction; Language acquisition; Language and Literature Studies; Language Research; Learning Activities; Learning outcomes; Learning Theories; Linguistic Input; Meta Analysis; Paired Associate Learning; Pedagogy; Program Evaluation; Reference Materials; Repetition; Scheduling; Second Language Instruction; Second Language Learning; Sentences; spacing; Speech Communication; State of the Art Reviews; Teaching Methods; Time; time distribution; Time Factors (Learning); Time on Task; University students; Verbal Learning; Vocabulary Development; distributed practice; spacing; time distribution; intensive instruction
• ISSN: 2083-5205; 2084-1965
• DOI: 10.14746/ssllt.2022.12.3.2

The purpose of this state-of-the-art review is to provide a general overview of recent research on time distribution and second language (L2) learning with special implications for classroom settings. Several studies have been performed to examine how to best distribute the hours of L2 practice to maximize learning by comparing conditions that promote intensive exposure versus others in which L2 input or instruction is more widely spaced. Findings from these studies are relevant not only for practical purposes but also for theory development. This review provides a summary of recent studies as well as suggestions for pedagogical practice. Additionally, it identifies areas for future research concerning the effect of time distribution on L2 learning.