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Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom

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Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom. / Kasprowicz, Rowena Eloise; Marsden, Emma Josephine; Sephton, Nick.

In: The Modern Language Journal, Vol. 103, No. 3, 18.08.2019, p. 580-606.

Research output: Contribution to journalArticle

Harvard

Kasprowicz, RE, Marsden, EJ & Sephton, N 2019, 'Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom', The Modern Language Journal, vol. 103, no. 3, pp. 580-606. https://doi.org/10.1111/modl.12586

APA

Kasprowicz, R. E., Marsden, E. J., & Sephton, N. (2019). Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom. The Modern Language Journal, 103(3), 580-606. https://doi.org/10.1111/modl.12586

Vancouver

Kasprowicz RE, Marsden EJ, Sephton N. Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom. The Modern Language Journal. 2019 Aug 18;103(3):580-606. https://doi.org/10.1111/modl.12586

Author

Kasprowicz, Rowena Eloise ; Marsden, Emma Josephine ; Sephton, Nick. / Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom. In: The Modern Language Journal. 2019 ; Vol. 103, No. 3. pp. 580-606.

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@article{37b5128694f249bab2aff674c3e1d13a,
title = "Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom",
abstract = "Within 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 (Bird, 2010; Rogers, 2015), but others for shorter spacing (Suzuki, 2017). Further, little is known about the role of cognitive individual differences (e.g., language analytic ability) in mediating practice distribution effects for L2 grammatical knowledge development and retention (Suzuki & DeKeyser, 2017). To address this gap, this classroom-based study investigated whether distribution of practice and language analytic ability 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 an L2 French verb inflection subsystem, at either post- or delayed post-test. Minimal group-level gains and substantial within-group variation in performance at post-tests was observed. Accuracy of practice during training and language analytic ability were significantly associated with post-test 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.",
keywords = "distribution of practice, foreign language learning, game-based learning, grammar, lag effects, language analytic ability, young learners",
author = "Kasprowicz, {Rowena Eloise} and Marsden, {Emma Josephine} and Nick Sephton",
note = "{\textcopyright} 2019 The Authors",
year = "2019",
month = aug,
day = "18",
doi = "10.1111/modl.12586",
language = "English",
volume = "103",
pages = "580--606",
journal = "The Modern Language Journal",
issn = "0026-7902",
publisher = "Wiley-Blackwell",
number = "3",

}

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TY - JOUR

T1 - Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom

AU - Kasprowicz, Rowena Eloise

AU - Marsden, Emma Josephine

AU - Sephton, Nick

N1 - © 2019 The Authors

PY - 2019/8/18

Y1 - 2019/8/18

N2 - Within 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 (Bird, 2010; Rogers, 2015), but others for shorter spacing (Suzuki, 2017). Further, little is known about the role of cognitive individual differences (e.g., language analytic ability) in mediating practice distribution effects for L2 grammatical knowledge development and retention (Suzuki & DeKeyser, 2017). To address this gap, this classroom-based study investigated whether distribution of practice and language analytic ability 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 an L2 French verb inflection subsystem, at either post- or delayed post-test. Minimal group-level gains and substantial within-group variation in performance at post-tests was observed. Accuracy of practice during training and language analytic ability were significantly associated with post-test 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.

AB - Within 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 (Bird, 2010; Rogers, 2015), but others for shorter spacing (Suzuki, 2017). Further, little is known about the role of cognitive individual differences (e.g., language analytic ability) in mediating practice distribution effects for L2 grammatical knowledge development and retention (Suzuki & DeKeyser, 2017). To address this gap, this classroom-based study investigated whether distribution of practice and language analytic ability 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 an L2 French verb inflection subsystem, at either post- or delayed post-test. Minimal group-level gains and substantial within-group variation in performance at post-tests was observed. Accuracy of practice during training and language analytic ability were significantly associated with post-test 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.

KW - distribution of practice

KW - foreign language learning

KW - game-based learning

KW - grammar

KW - lag effects

KW - language analytic ability

KW - young learners

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U2 - 10.1111/modl.12586

DO - 10.1111/modl.12586

M3 - Article

VL - 103

SP - 580

EP - 606

JO - The Modern Language Journal

JF - The Modern Language Journal

SN - 0026-7902

IS - 3

ER -