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Examining the role of learning context and individual differences in gains in L2 writing performance : the case of teenagers on an intensive study-abroad programme
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Individual Differences in the Development of the Oral Fluency of American learners of Spanish Studying Abroad
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In: TDX (Tesis Doctorals en Xarxa) (2021)
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Young learners' processing of multimodal input and its impact on reading comprehension: An eye-tracking study
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Young learners’ processing of multimodal input and its impact on reading comprehension: an eye-tracking study
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Children’s use of tactile input when acquiring non-native phonological contrasts ...
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Digital flashcards for English grammar: A pilot study in rural Cambodia
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Please don't stop the music: an exploratory study on teaching pronunciation and vocabulary through songs in different modalities
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Intentional vocabulary learning through repeated-reading-based techniques: a case study of an adult Spanish-speaking learner of Chinese
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Young L2 learners' online processing of information in a graded reader during reading-only and reading-while-listening conditions: A study of eye-movements
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Factors influencing english multi-word units knowledge in russian speakers. Partial replication of revier (2009)
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Learning Vocabulary Through Assisted Repeated Reading: How Much Time Should There Be Between Repetitions of the Same Text?
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Abstract:
Repeated reading, which involves the reading of short passages several times, has been demonstrated to be beneficial for second language fluency (Chang & Millett, 2013) and vocabulary acquisition (Liu & Todd, 2014). Despite the increasing interest in repeated reading, no study has addressed the effects of time distribution how different encounters with the same text should be spaced for repeated reading to have the strongest impact on second language learning, specifically on vocabulary acquisition, the focus of the present study. This study includes two groups of 16-year-old EFL learners in Taiwan (n = 71). One group carried out assisted repeated reading (i.e., with audio support) once every day for five consecutive days (intensive distribution); the other read the same text once every week for five consecutive weeks (spaced distribution). Our results revealed that intensive practice led to more immediate vocabulary gains but spaced practice led to greater long-term retention.
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Keyword:
Anglès; English language; Ensenyament de llengües; Language teaching
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URL: http://hdl.handle.net/2445/164091
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Heritage language maintenance in a diplomat family: A case study
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Examining the role of learning context and individual differences on gains in L2 writing performance: the case of teenagers on an intensive study abroad program
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The effectiveness of classroom instruction 'at home' vs study abroad for learners of English as a foreign language attending primary, secondary school and university
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Learning English during the summer: A comparison of two domestic programs for pre-adoslescents
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Length of stay and study abroad: Language gains in two versus three months abroad
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Learning English during the summer: A comparison of two domestic programs for pre-adolescents
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An exploratory study of the role of age and language learning aptitude in a short stay abroad
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Differential effects of SA and intensive AH courses on teenagers' L2 pronunciation
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Examining L2 development in two short-term programs: abroad and 'at home'
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