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Eighteen learners participated in a structured 3-week workshop series using logically organized learning blocks to build threshold vocabulary skills. Under researcher guidance, participants integrated digital tools with traditional learning materials and created individualized learning algorithms tailored to their needs. Outcomes are assessed via quantitative survey ratings and qualitative analyses of surveys, interviews, vocabulary journals, and participant outputs.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/action-research-improving-vocabulary-retention-by-training-students-to-use-vocabulary-learning-strategies-in-and-out-of-class/159542/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/action-research-improving-vocabulary-retention-by-training-students-to-use-vocabulary-learning-strategies-in-and-out-of-class/159542.png","ImageObject",300,407,{"name":92,"@type":93},"Dozel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-09","2026-08-29",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",17,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What problem does the action research address in Russian basic program students?","Question",{"text":113,"@type":114},"Students struggle to memorize large volumes of vocabulary (often up to 100 words per week), leading to heavy cognitive load, superficial learning, and stress or burnout.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How was the vocabulary learning strategy training implemented?",{"text":118,"@type":114},"A structured 3-week workshop series used logically organized learning blocks focused on threshold vocabulary skills, combining repetition, retrieval, and spacing, with both digital tools and traditional materials.",{"name":120,"@type":111,"acceptedAnswer":121},"What strategies do students learn to use in and out of class?",{"text":122,"@type":114},"Learners are trained to apply memory-enhancing vocabulary learning strategies that support word recognition, word processing, decoding, and overall mastery of word aspects through self-directed practice.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},159542,1788019383,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":130,"read_time":144},962085662650,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Action Research  \nImproving Vocabulary Retention by Training Students to Use Vocabulary Learning Strategies In and Out of Class  \nTetiana Foster, PhD  \nRussian Instructor, Russian School, Undergraduate Education  \nTatiana Saenko  \nRussian Instructor, Russian School, Undergraduate Education  \nThis article describes an action research study to enhance vocabulary retention in intro-level students by implementing an optimized blended approach of combining memory-enhancing vocabulary learning strategies. In a classroom setting, 18 Russian language learners participated in a well-structured, 3-week workshop series during which they used their concrete experience to build threshold vocabulary skills by integrating vocabulary learning strategies organized into logically structured learning blocks, aimed at helping them acquire all word aspects. Under the guidance of researchers, participants integrated digital technology with traditional vocabulary learning tools and developed their own algorithm of vocabulary learning pertinent to their needs. Utilizing both quantitative ratings from survey questions and qualitative analyses of surveys, interviews, and vocabulary journal comments as well as participant output during the project, this study seeks to ascertain the benefits of this approach in enhancing student vocabulary retention.  \nKeywords: Vocabulary Learning Strategies, Vocabulary Retention, Reflective Learning  \nINTRODUCTION  \nBackground  \nFrom the beginning of the foreign language learning experience, language learners are facing a never-ending task of vocabulary learning. Significant effort has been taken into discovering a  \nwide range of vocabulary learning strategies (VLS) that students use to foster long-term retention and comprehension, which resulted in a few VLS taxonomies (Gu, 2018; Nation, 2013) . Although second language (L2) acquisition depends on word learning and retention, remembering a large number of words is often challenging for students (Nation, 2013; Schmitt, 2019) . Gu (2019) argues that at the start of the language learning program greater emphasis should be placed on developing students’ threshold vocabulary skills—such as word recognition, word processing, and decoding—before focusing on complex cognitive skills such as understanding vocabulary in context with authentic listening or reading.  \nResearch suggests different methods to build vocabulary skills in L2 students. Traditional teaching methods tend to focus on input-based approaches, primarily emphasizing the introduction of new vocabulary and promoting incremental learning. However, a series of studies on outputoriented techniques emphasize that vocabulary retrieval from students has demonstrated superior long-term retention and comprehension of language concepts. Strong (2023) suggests that a blended approach that integrates retrieval practice with other effective learning strategies, such as spacing and interleaving, can provide an optimized learning environment that encourages active recall and bolsters vocabulary knowledge among language learners.  \nOther studies found that ‘multidomain’ approaches that combine different memory enhancement vocabulary learning techniques can be used to design optimized study regimens by incorporating spacing, retrieval practice, and repetitions that eventually yield enhanced retention outcomes for L2 learners (Karatas et al., 2021; Ullman & Lovelett, 2018) . This approach promotes a more engaged and active learning environment, which is particularly crucial for DLIFLC learners seeking to achieve linguistic proficiency in intense language learning programs with significant time constraints.  \nOur action research employed the latest series of studies on “multidomain” approaches to enhance the effectiveness of learners’ vocabulary learning. In this study, students under the guidance of instructors participated in structured workshops designed to model effective vocabulary learning in an individual setting. These w","cbCaihDauNWC2S8i","https://ap.wps.com/l/cbCaihDauNWC2S8i","pdf",512778,"English","# Introduction\n## Background\n## Action plan\n### Context","[{\"question\":\"What problem does the action research address in Russian basic program students?\",\"answer\":\"Students struggle to memorize large volumes of vocabulary (often up to 100 words per week), leading to heavy cognitive load, superficial learning, and stress or burnout.\"},{\"question\":\"How was the vocabulary learning strategy training implemented?\",\"answer\":\"A structured 3-week workshop series used logically organized learning blocks focused on threshold vocabulary skills, combining repetition, retrieval, and spacing, with both digital tools and traditional materials.\"},{\"question\":\"What strategies do students learn to use in and out of class?\",\"answer\":\"Learners are trained to apply memory-enhancing vocabulary learning strategies that support word recognition, word processing, decoding, and overall mastery of word aspects through self-directed practice.\"}]","Action Research - Improving Vocabulary Retention by Training Students to Use Vocabulary Learning Strategies In and Out of Class | PDF",48]