Retrieval practice plus feedback benefits a third language vocabulary learning

ABSTRACT

Three experiments explored how retrieval practice and corrective feedback affect a third language (L3) vocabulary learning. In the first two experiments, Chinese–English bilinguals without prior French language experience studied English (Second Language, L2)–French (L3) word pairs in repeated studying or retrieval practice without (Experiment 1)/with (Experiment 2) corrective feedback. A final recognition test was administered after a 30-min retention interval. Experiment 3 was identical to Experiment 2 in all respects, except that Chinese (First Language, L1)–French (L3) word pairs were used as study materials. Experiment 1 found that repeated studying led to greater accuracy and faster response time on the final test than retrieval practice without feedback. However, the opposite results were found in Experiment 2: retrieval practice with feedback yielded superior performance compared with repeated studying. The benefit of retrieval practice plus feedback was also found in Experiment 3, while it produced larger gains than Experiment 2. These results demonstrate that retrieval practice plus feedback is a powerful learning strategy, and L1–L3 learning is more effective than L2–L3 learning for L3 vocabulary learning. Our findings support the bifurcation model of the retrieval practice effect.

KEYWORDS:

• Retrieval practice
• testing effect
• learning and memory
• vocabulary learning
• third language

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Chongqing Social Science Planning Project, China (grant numbers 2021NDYB148), the Graduate Scientific Research and Innovation Foundation of Chongqing, China (grant number CYB21047), the Research Project on Graduate Education and Teaching Reform of Chongqing, China (grant number yjg223018), the Fundamental Research Funds for the Central Universities of China (grant number 2019CDJSK04PT26), and the Social Science Fund in Liaoning Department of Education, China (grant number WJC201927).