Evaluating the impact of spaced practice using computer-assisted language learning (CALL) on vocabulary learning in the classroom

This study investigated the influence of practice distribution (i.e. spacing between sessions) on successful vocabulary learning by examining two different time distributions, i.e. 1-day (1-DS) vs. 7-day (7-DS) using a freely available computer-assisted language programme (Quizlet). The achieved high ecological validity through classroom-based with low proficiency second (L2) English learners at an Omani college technology. sample consisted 96 participants in control ( n = 33), 1-DS 34) and 7-DS 29) groups. group was test-only no explicit activities for target words (34 nouns). Meanwhile, (one day each session) (seven received four 20-minute sessions Quizlet to learn words. completed baseline tests, including level tests (VLTs), working memory (WMTs), alongside performance three points (pre-test, immediate post-test, delayed post-test). results revealed that experimental groups (1-DS, 7-DS) both scored significantly equally higher than indicating did not mediate success this computer-based practice. technique feature analysis (TFA) model Nation Webb applied identify key features activities, which may contribute its effectiveness learning. met percentage TFA criteria, account significant gains