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Students attempted to learn 90 English words over three weeks, with study-log tracking and intermediate receptive and productive tests, followed by final testing five weeks later. Findings align with prior research: repetition and retrieval were central. Selective attention predicted short-term gains, while spacing best explained longer-term retention, and retrieval practice after initial repetition made knowledge feel easier.",{"@graph":69,"@context":122},[70,84,105],{"@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/effectiveness-in-l2-vocabulary-study-a-classroom-based-investigation-of-deliberate-learning/596214/",{"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/effectiveness-in-l2-vocabulary-study-a-classroom-based-investigation-of-deliberate-learning/596214.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research question does the study address?","Question",{"text":112,"@type":113},"The study investigates how students attempt to learn 90 English words in a regular classroom assignment and which learning-strategy factors influence immediate and longer-term vocabulary learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was learning progress measured?",{"text":117,"@type":113},"Students kept study logs, completed intermediate receptive and productive tests, and then took a final test five weeks after the three-week study period.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors predicted short-term versus longer-term learning?",{"text":121,"@type":113},"Selective attention for specific items predicted short-term learning, while sufficient spacing was the strongest predictor of longer-term learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596214,1792210626,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"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":144,"read_time":145},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Effectiveness in L2 Vocabulary Study – A Classroom-based Investigation  \nof Deliberate Learning  \nPaul Pauwels  \nKU Leuven  \nAbstract  \nDeliberate vocabulary study has mostly been studied within a strictly experimental framework of learning and memorization. More ecologically valid investigations embedded in existing study contexts have been rare. This study fits into the latter paradigm, investigating how students attempted to learn 90 English words over a period ofthree weeks and tracking their efforts via study logs and intermediate receptive and productive tests, with final testing five weeks after the study period. The results are in line with findings from earlier research. Study logs showed students mainly relied on different kinds of repetition and retrieval. Selective attention for specific items was an important predictor for short-term learning, and sufficient spacing was the most important predictor for longer-term learning. From a pedagogical point of view, a point of attention is that students mostly practised retrieval after first repeating, making retrieval less difficult and creating an impression of knowledge.  \nRésumé  \nL'apprentissage intentionnel du vocabulaire a été principalement étudié dans un cadrestrictement expérimental d'apprentissage et de mémorisation. Des recherches avec une validité écologique plus ancrées dans des contextes authentiques d’étude sont rares. Cette étude s'inscrit dans ce dernier paradigme; elle analyse la manière dont les étudiants ont tenté d'apprendre 90 mots anglais sur trois semaines en suivant leurs efforts répertoriés dans les journaux d'étude et en effectuant des tests intermédiaires réceptifs et productifs, avec un test final après cinq semaines. Les journaux d'étude ont montré que les étudiants se sont principalement appuyés sur différents types de répétition et de récupération. Une attentionsélective pour des éléments spécifiques était un prédicteur important pour l'apprentissage à court terme, et un espacement suffisant était le prédicteur le plus important pour l'apprentissage à plus long terme. D'un point de vue pédagogique, il convient de noter que les étudiants pratiquaient principalement la récupération après la première répétition, ce qui crée une impression de connaissance.  \nCanadian Journal of Applied Linguistics: 24, 3 (2021): 98-119  \nCJAL * RCLA Pauwels 99  \nEffectiveness in L2 Vocabulary Study – A Classroom-based Investigation of  \nDeliberate Learning  \nDeliberate vocabulary study is an important part of language learning (Nation 2013; Schmitt 2008) and its effectiveness has long been demonstrated (Thorndike 1908; Webb 1962). Investigation into effective ways of deliberate study has followed different paths. On the one hand, there has been questionnaire-and interview-based research into the variety of strategies students use and find helpful (Sanaoui 1995 ; Schmitt 1997) . Correlating strategy preferences with (vocabulary) proficiency tests, Gu and Johnson (1996) and Fan (2003) also attempted to identify which were the productive strategies or strategy profiles. The major limitation of this kind of research is that it considers strategy use as a user characteristic and does not relate it to specific learning tasks.  \nThe other major line of research finds its origins in psychological experiments into learning and memorization (Ellis & Beaton 1993 ; Papagno et al. 1991; Thomas and Dieter 1987; see Baddeley et al. 1998 for a survey) . Such experiments usually present a limited number of words to learners in highly controlled one-off interventions, comparing two or three types of study behaviour, with mostly immediate and delayed post-tests after only one week. The participants are usually not language students, and foreign language vocabulary is taken as a test-case for learning. The number of items is determined by the format of the experiment, and the vocabulary is mostly presented to the learners for a fixed number of seconds on slides or on PC. The stren","cbCaifQAwMUo6tTu","https://ap.wps.com/l/cbCaifQAwMUo6tTu","pdf",331670,22,"English","# Introduction\n## Background and prior research\n## Study aims and design\n# Findings\n## Study-log evidence and predictors\n## Pedagogical implications","[{\"question\":\"What research question does the study address?\",\"answer\":\"The study investigates how students attempt to learn 90 English words in a regular classroom assignment and which learning-strategy factors influence immediate and longer-term vocabulary learning.\"},{\"question\":\"How was learning progress measured?\",\"answer\":\"Students kept study logs, completed intermediate receptive and productive tests, and then took a final test five weeks after the three-week study period.\"},{\"question\":\"Which factors predicted short-term versus longer-term learning?\",\"answer\":\"Selective attention for specific items predicted short-term learning, while sufficient spacing was the strongest predictor of longer-term learning.\"}]","Effectiveness in L2 Vocabulary Study - A Classroom-based Investigation of Deliberate Learning | PDF",1792082657,55]