Enhancing efficacy of multimodal glosses for mobile-mediated word learning through spaced practice

A myriad of studies have highlighted the positive impact of spaced practice, a learning strategy that distributes learning over time, in mobile-mediated word learning through multimodal glosses. It remains, nevertheless, underexplored how different patterns of spaced practice influence vocabulary recognition and production. To address this gap, 60 Chinese high school English learners were randomly assigned to three groups of spaced practice with different spacing patterns: equal, expanding and contracting. A pretest-posttest-delayed posttest design was used to detect vocabulary gains; a questionnaire delved into learner perceptions about spaced practice. Results indicated that all patterns of spaced practice effected significantly more short-term than long-term gains for both vocabulary recognition and production; although the contracting spacing was linked with the greatest long-term decline in vocabulary recognition, the contracting and equal spacing patterns were equally beneficial and more effective than the expanding pattern for long-term gains in vocabulary production. Additionally, most learners held positive attitudes toward spaced practice. The findings suggest that spaced practice can enhance mobile-mediated word learning through multimodal glosses, but its use needs to be tailored to learning goals, short-term or long-term, receptive or productive, to produce intended effects.