Retrieval practice plus feedback benefits a third language vocabulary learning

References

• Abel, M., & Bäuml, K.-H. T. (2020). Would you like to learn more? Retrieval practice plus feedback can increase motivation to keep on studying. Cognition, 201, 104316. https://doi.org/10.1016/j.cognition.2020.104316
   PubMed Web of Science ®Google Scholar
• Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017). Rethinking the use of tests: A meta-analysis of practice testing. Review of Educational Research, 87(3), 659–701. https://doi.org/10.3102/0034654316689306
   Web of Science ®Google Scholar
• Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., & Morgan, M. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61(2), 213–238. https://doi.org/10.3102/00346543061002213
   Web of Science ®Google Scholar
• Barr, D. J., Levy, R., Scheepers, C., & Tily, H. J. (2013). Random effects structure for confirmatory hypothesis testing: Keep it maximal. Journal of Memory and Language, 68(3), 255–278. https://doi.org/10.1016/j.jml.2012.11.001
   Web of Science ®Google Scholar
• Bates, D., Mächler, M., Bolker, B., & Walker, S. (2014). Fitting Linear Mixed-Effects Models Using lme4. arXiv preprint arXiv:1406.5823.
   Google Scholar
• Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher & R. W. Pew, L. M. Hough, & J. R. Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (Vol. 2, pp. 56–64). Worth Publishers.
   Google Scholar
• Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe & A. Shimamura (Eds.), Metacognition: Knowing about knowing (Vol. 7.2, p. 185–205). MIT Press.
   Google Scholar
• Butler, A. C., Karpicke, J. D., & Roediger, H. L. III (2007). The effect of type and timing of feedback on learning from multiple-choice tests. Journal of Experimental Psychology: Applied, 13(4), 273. https://doi.org/10.1037/1076-898X.13.4.273
   PubMed Web of Science ®Google Scholar
• Butler, A. C., Karpicke, J. D., & Roediger, H. L. III (2008). Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(4), 918. https://doi.org/10.1037/0278-7393.34.4.918
   PubMed Web of Science ®Google Scholar
• Butler, A. C., & Roediger, H. L. III (2008). Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & Cognition, 36(3), 604–616. https://doi.org/10.3758/MC.36.3.604
   PubMed Web of Science ®Google Scholar
• Butler, A. C., & Woodward, N. R. (2018). Toward consilience in the use of task-level feedback to promote learning. In K. D. Federmeier (Ed.), Psychology of learning and motivation (Vol. 69, pp. 1–38). Academic Press.
   Google Scholar
• Cai, Q., & Brysbaert, M. (2010). SUBTLEX-CH: Chinese word and character frequencies based on film subtitles. PloS One, 5(6), e10729. https://doi.org/10.1371/journal.pone.0010729
   PubMed Web of Science ®Google Scholar
• Candry, S., Decloedt, J., & Eyckmans, J. (2020). Comparing the merits of word writing and retrieval practice for L2 vocabulary learning. System, 89, 102206. https://doi.org/10.1016/j.system.2020.102206
   Web of Science ®Google Scholar
• Chan, J. C., & McDermott, K. B. (2007). The testing effect in recognition memory: A dual process account. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33(2), 431. https://doi.org/10.1037/0278-7393.33.2.431
   PubMed Web of Science ®Google Scholar
• Cho, K. W., Neely, J. H., Crocco, S., & Vitrano, D. (2017). Testing enhances both encoding and retrieval for both tested and untested items. Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 70, 1–60. http://doi.org/10.1080/17470218.2016.1175485
   PubMed Web of Science ®Google Scholar
• Dibaj, F. (2011). Vocabulary learning: A comparison of learners of English as a second and third language. Australian Review of Applied Linguistics, 34(2), 193–215. https://doi.org/10.1075/aral.34.2.04dib.
   Google Scholar
• Enders, N., Gaschler, R., & Kubik, V. (2021). Online quizzes with closed questions in formal assessment: How elaborate feedback can promote learning. Psychology Learning & Teaching, 20(1), 91–106. https://doi.org/10.1177/1475725720971205
   Google Scholar
• Fan, M. (2000). How big is the gap and how to narrow it? An investigation into the active and passive vocabulary knowledge of L2 learners. RELC Journal, 31(2), 105–119. https://doi.org/10.1177/003368820003100205
   Google Scholar
• Fazio, L. K., Huelser, B. J., Johnson, A., & Marsh, E. J. (2010). Receiving right/wrong feedback: Consequences for learning. Memory (Hove, England), 18(3), 335–350. https://doi.org/10.1080/09658211003652491
   PubMed Web of Science ®Google Scholar
• Guran, C. N. A., Lehmann-Grube, J., & Bunzeck, N. (2020). Retrieval practice improves recollection-based memory over a seven-day period in younger and older adults. Frontiers in Psychology, 10, 2997. https://doi.org/10.3389/fpsyg.2019.02997
   PubMed Web of Science ®Google Scholar
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
   Web of Science ®Google Scholar
• Jacoby, L. L. (1991). A process dissociation framework: Separating automatic from intentional uses of memory. Journal of Memory and Language, 30(5), 513–541. https://doi.org/10.1016/0749-596X(91)90025-F
   Web of Science ®Google Scholar
• Jacoby, L. L. (1998). Invariance in automatic influences of memory: Toward a user's guide for the process-dissociation procedure. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24(1), 3. https://doi.org/10.1037/0278-7393.24.1.3
   PubMed Web of Science ®Google Scholar
• Jia, X., Gao, C., Cui, L., & Guo, C. (2020). Neurophysiological evidence for the retrieval practice effect under emotional context. International Journal of Psychophysiology, 147, 224–231. https://doi.org/10.1016/j.ijpsycho.2019.12.008
   PubMed Web of Science ®Google Scholar
• Jones, D. L., Nelson, J. D., & Opitz, B. (2021). Increased anxiety is associated with better learning from negative feedback. Psychology Learning & Teaching, 20(1), 76–90. https://doi.org/10.1177/1475725720965761
   Google Scholar
• Kang, S. H., McDermott, K. B., & Roediger, H. L. III (2007). Test format and corrective feedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology, 19(4–5), 528–558. https://doi.org/10.1080/09541440601056620
   Web of Science ®Google Scholar
• Karpicke, J. D. (2017). Retrieval-Based Learning: A Decade of Progress. Grantee Submission.
   Google Scholar
• Karpicke, J. D., Lehman, M., & Aue, W. R. (2014b). Retrieval-based learning: An episodic context account. In B. H. Ross (Ed.), Psychology of learning and motivation (Vol. 61, pp. 237–284). Academic Press.
   Google Scholar
• Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319(5865), 966–968. https://doi.org/10.1126/science.1152408
   PubMed Web of Science ®Google Scholar
• Kornell, N., Bjork, R. A., & Garcia, M. A. (2011). Why tests appear to prevent forgetting: A distribution-based bifurcation model. Journal of Memory and Language, 65(2), 85–97. https://doi.org/10.1016/j.jml.2011.04.002
   Web of Science ®Google Scholar
• Kornell, N., Hays, M. J., & Bjork, R. A. (2009). Unsuccessful retrieval attempts enhance subsequent learning. Journal of Experimental Psychology: Learning, Memory, & Cognition, 35(4), 989–998. https://doi.org/10.1037/a0015729
   PubMed Web of Science ®Google Scholar
• Kulik, J. A., & Kulik, C.-L. C. (1988). Timing of feedback and verbal learning. Review of Educational Research, 58(1), 79–97. https://doi.org/10.3102/00346543058001079
   Web of Science ®Google Scholar
• Lantz, M. E., & Stawiski, A. (2014). Effectiveness of clickers: Effect of feedback and the timing of questions on learning. Computers in Human Behavior, 31, 280–286. https://doi.org/10.1016/j.chb.2013.10.009
   Web of Science ®Google Scholar
• Lasagabaster, D. (2000). Three languages and three linguistic models in the Basque educational system. In J. en Cenoz & U. y Jessner (Eds.), English in Europe: The acquisition of a third language (pp. 179–197). Multilingual Matters.
   Google Scholar
• Lemhöfer, K., & Broersma, M. (2012). Introducing LexTALE: A quick and valid lexical test for advanced learners of English. Behavior Research Methods, 44(2), 325–343. https://doi.org/10.3758/s13428-011-0146-0
   PubMed Web of Science ®Google Scholar
• Li, J., Zhang, E. H., He, X., Zhang, H., Gou, H., Wang, X., Wang, S., & Cao, H. W. (2022). Retrieval practice enhances learning and memory retention of French words in Chinese-English bilinguals. Lingua. International Review of General Linguistics. Revue internationale De Linguistique Generale, 272, 103294. https://doi.org/10.1016/j.lingua.2022.103294
   Web of Science ®Google Scholar
• Liu, Y., Rosburg, T., Gao, C., Weber, C., & Guo, C. (2017). Differentiation of subsequent memory effects between retrieval practice and elaborative study. Biological Psychology, 127, 134–147. https://doi.org/10.1016/j.biopsycho.2017.05.010
   PubMed Web of Science ®Google Scholar
• Metcalfe, J., Kornell, N., & Finn, B. (2009). Delayed versus immediate feedback in children’s and adults’ vocabulary learning. Memory & Cognition, 37(8), 1077–1087. https://doi.org/10.3758/MC.37.8.1077
   PubMed Web of Science ®Google Scholar
• Modirkhamene, S. (2006). The reading achievement of third language versus second language learners of English in relation to the interdependence hypothesis. International Journal of Multilingualism, 3(4), 280–295. https://doi.org/10.2167/ijm043.0
   Google Scholar
• Nation, I. S. P. (Ed.) (2001). Learning vocabulary in another language. Cambridge University Press.
   Google Scholar
• New, B., Pallier, C., Brysbaert, M., & Ferrand, L. (2004). Lexique 2: A new French lexical database. Behavior Research Methods, Instruments, & Computers, 36(3), 516–524. https://doi.org/10.3758/BF03195598
   PubMedGoogle Scholar
• Pashler, H., Cepeda, N. J., Wixted, J. T., & Rohrer, D. (2005). When does feedback facilitate learning of words? Journal of Experimental Psychology: Learning, Memory, and Cognition, 31(1), 3. https://doi.org/10.1037/0278-7393.31.1.3
   PubMed Web of Science ®Google Scholar
• Pyc, M. A., & Rawson, K. A. (2009). Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory? Journal of Memory and Language, 60(4), 437–447. https://doi.org/10.1016/j.jml.2009.01.004
   Web of Science ®Google Scholar
• Pyc, M. A., & Rawson, K. A. (2011). Costs and benefits of dropout schedules of test–restudy practice: Implications for student learning. Applied Cognitive Psychology, 25(1), 87–95. https://doi.org/10.1002/acp.1646
   Web of Science ®Google Scholar
• R Core Team. (2019). R: A language and environment for statistical computing. R Foundation for Statistical Computing. https://www.R-project.org
   Google Scholar
• Rickard, T. C., & Pan, S. C. (2018). A dual memory theory of the testing effect. Psychonomic Bulletin & Review, 25(3), 847–869. https://doi.org/10.3758/s13423-017-1298-4
   PubMed Web of Science ®Google Scholar
• Roediger, H. L. III, & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20–27. https://doi.org/10.1016/j.tics.2010.09.003
   PubMed Web of Science ®Google Scholar
• Roediger, H. L. III, & Karpicke, J. D. (2006a). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1(3), 181–210. https://doi.org/10.1111/j.1745-6916.2006.00012.x
   Web of Science ®Google Scholar
• Roediger, H. L. III, & Karpicke, J. D. (2006b). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255. https://doi.org/10.1111/j.1467-9280.2006.01693.x
   PubMed Web of Science ®Google Scholar
• Rosburg, T., Johansson, M., Weigl, M., & Mecklinger, A. (2015). How does testing affect retrieval-related processes? An event-related potential (ERP) study on the short-term effects of repeated retrieval. Cognitive, Affective, & Behavioral Neuroscience, 15(1), 195–210. https://doi.org/10.3758/s13415-014-0310-y
   PubMed Web of Science ®Google Scholar
• Rowland, C. A. (2014). The effect of testing versus restudy on retention: A meta-analytic review of the testing effect. Psychological Bulletin, 140(6), 1432. https://doi.org/10.1037/a0037559
   PubMed Web of Science ®Google Scholar
• Sanz, C. (2008). Predicting enhanced L3 learning in bilingual contexts: The role of biliteracy. In C. Pe´rez-Vidal & M. Juan-Garau, A. Bel (Eds.), A portrait of the young in the new multilingual Spain (pp. 220–240). Multilingual Matters.
   Google Scholar
• Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Springer.
   Google Scholar
• Schwieren, J., Barenberg, J., & Dutke, S. (2017). The testing effect in the psychology classroom: A meta-analytic perspective. Psychology Learning & Teaching, 16(2), 179–196. https://doi.org/10.1177/1475725717695149
   Google Scholar
• Smith, A. H. (2009). Language learning in adulthood: Why some have more trouble than others. Stanford University.
   Google Scholar
• Smith, T. A., & Kimball, D. R. (2010). Learning from feedback: Spacing and the delay–retention effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(1), 80. https://doi.org/10.1037/a0017407
   PubMed Web of Science ®Google Scholar
• Spitzer, B., Hanslmayr, S., Opitz, B., Mecklinger, A., & Bäuml, K. H. (2008). Oscillatory correlates of retrieval-induced forgetting in recognition memory. Journal of Cognitive Neuroscience, 21(5), 976–990. https://doi.org/10.1162/jocn.2009.21072
   Web of Science ®Google Scholar
• van den Broek, G. S. E., Takashima, A., Segers, E., Fernández, G., & Verhoeven, L. (2013). Neural correlates of testing effects in vocabulary learning. Neuroimage, 78, 94–102. https://doi.org/10.1016/j.neuroimage.2013.03.071
   PubMed Web of Science ®Google Scholar
• van den Broek, G. S. E., Takashima, A., Wiklund-Hörnqvist, C., Wirebring, L. K., Segers, E., Verhoeven, L., & Nyberg, L. (2016). Neurocognitive mechanisms of the “testing effect”: A review. Trends in Neuroscience and Education, 5(2), 52–66. https://doi.org/10.1016/j.tine.2016.05.001
   Web of Science ®Google Scholar
• Van Heuven, W. J. B., Mandera, P., Keuleers, E., & Brysbaert, M. (2014). SUBTLEX-UK: a new and improved word frequency database for British English. Quarterly Journal of Experimental Psychology, 67(6), 1176–1190. https://doi.org/10.1080/17470218.2013.850521
   PubMed Web of Science ®Google Scholar
• Vojdanoska, M., Cranney, J., & Newell, B. R. (2010). The testing effect: The role of feedback and collaboration in a tertiary classroom setting. Applied Cognitive Psychology, 24(8), 1183–1195. https://doi.org/10.1002/acp.1630
   Web of Science ®Google Scholar
• Webb, S. (2005). Receptive and productive vocabulary learning: The effects of reading and writing on word knowledge. Studies in Second Language Acquisition, 27(1), 33–52. https://doi.org/10.1017/S0272263105050023
   Web of Science ®Google Scholar
• Wheeler, M., Ewers, M., & Buonanno, J. (2003). Different rates of forgetting following study versus test trials. Memory (Hove, England), 11(6), 571–580. https://doi.org/10.1080/09658210244000414
   PubMed Web of Science ®Google Scholar
• Winter, B. (2019). Statistics for linguists: An introduction using R. Routledge.
   Google Scholar
• Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10, 3087. https://doi.org/10.3389/fpsyg.2019.03087
   PubMed Web of Science ®Google Scholar
• Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R. (2021). Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review. Psychological Bulletin, 147(4), 399. https://doi.org/10.1037/bul0000309
   PubMed Web of Science ®Google Scholar
• Yonelinas, A. P. (2002). The nature of recollection and familiarity: A review of 30 years of research. Journal of Memory and Language, 46(3), 441–517. https://doi.org/10.1006/jmla.2002.2864
   Web of Science ®Google Scholar