Enhancing L2 learning through a mobile assisted spaced-repetition tool - an effective but bitter pill

Aug 29, 2026

The study tested whether a spaced-repetition flashcard app, Anki, improves second language (L2) learning for 62 university-level learners in a semester-long beginning Spanish course. Students were assigned to use Anki as a class requirement and the analysis controlled for baseline abilities, motivation, self-efficacy, and learner beliefs. Results showed a positive relationship between days of Anki study and end-of-semester Spanish performance, yet students reported reluctance and low enjoyment. Participants also reported higher motivation and more incremental, effort-based beliefs by semester end.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Introduction

The importance of study strategies in SLA

Research background

Growth mindset and effort

Study design and intervention

Mobile assisted spaced-repetition with Anki

Results and implications

Learning gains, motivation, and learner beliefs

Computer Assisted Language Learning ISSN: 0958-8221 (Print) 1744-3210 (Online) Journal homepage: [https://www.tandfonline.com/loi/ncal20](https://www.tandfonline.com/loi/ncal20) Enhancing L2 learning through a mobile assisted spaced-repetition tool: an effective but bitter pill? Aroline E. Seibert Hanson & Christina M. Brown To cite this article: Aroline E. Seibert Hanson & Christina M. Brown (2019): Enhancing L2 learning through a mobile assisted spaced-repetition tool: an effective but bitter pill?, Computer Assisted Language Learning, DOI: 10. 1080/09588221 .2018.1552975 To link to this article: [https://doi.org/10.1080/09588221.2018.1552975](https://doi.org/10.1080/09588221.2018.1552975) Published online: 07 Feb 2019. | Submit your article to this journal | | --- | | View Crossmark data | Full Terms & Conditions of access and use can be found at [https://www.tandfonline.com/action/journalInformation?journalCode=ncal20](https://www.tandfonline.com/action/journalInformation?journalCode=ncal20) COMPUTER ASSISTED LANGUAGE LEARNING [https://doi.org/10.1080/09588221.2018.1552975](https://doi.org/10.1080/09588221.2018.1552975) Enhancing L2 learning through a mobile assisted spaced-repetition tool: an effective but bitter pill? Aroline E. Seibert Hansona and Christina M. Brownb aModern Languages and Cultures Department, Arcadia University, Glenside, PA, USA; bPsychology Department, Arcadia University, Glenside, PA, USA ABSTRACT We tested the effectiveness of the spaced-repetition flashcard application, Anki, on improving 62 university-level learners’ second language (L2) learning in a semester-long beginning Spanish course. Using effective study strategies is critical for L2 learning, but college students learning an L2 often study with strategies that are only useful for short-term performance. Prior research has shown that spaced-repetition testing increases long-term memory retention so we hypothesized that regularly studying L2 vocabulary with Anki would improve L2 learning. Participants were students enrolled in a beginning Spanish course who were assigned to study with Anki as a class requirement. The results showed a positive relationship between days studying with Anki and Spanish performance at the end of the semester even while controlling for baseline abilities and for motivation, self-efficacy, and beliefs. However, students were reluctant to use the app and reported low enjoyment. Regardless, participants also reported having higher motivation and more effort-based or incremental beliefs about learning at the end of the semester. The present study answers calls for experimental research on specific strategy interventions that also produce genuine gains in second language acquisition. KEYWORDS Second language acquisition; language learning strategy; technology; motivation; self-efficacy; learner beliefs 1. Introduction Gaining proficiency in a second language (L2) requires considerable time, sustained study, and active engagement with the material (e.g. Ortega, 2009; Seliger, 1977) . Language learning is different from other academic subjects, in that it involves multiple modalities and necessitates acquiring underlying structures rather than facts and formulas, yet postsecondary students report using the same strategies and habits used in non-language courses (Gardner, 2007; Oxford & Nyikos, 1989; Victori & CONTACT Aroline E. Seibert Hanson [hansona@arcadia.edu](hansona@arcadia.edu) Modern Languages and Cultures Department, Arcadia University, Glenside, PA, USA 􀀁 2019 Informa UK Limited, trading as Taylor & Francis Group 2 A. E. SEIBERT HANSON AND C. M. BROWN Lockhart, 1995) . Cramming, for example, which is often employed in content courses, is particularly problematic because it produces only short-term retention (Kornell, 2009), and SLA is a cumulative process that cannot be successful if previously learned material is forgotten. Ineffective study habits

FAQs

How was Anki used in the study on beginning Spanish learners?

Students in the beginning Spanish course were assigned to study with Anki as a class requirement across the semester, focusing on L2 vocabulary using spaced-repetition practice.

What relationship was found between Anki study and Spanish performance?

A positive relationship emerged between the number of days students studied with Anki and their Spanish performance at the end of the semester, even after controlling for baseline abilities and key psychological factors.

How did students feel about using the app during the course?

Despite the performance gains, students were reluctant to use Anki and reported low enjoyment, indicating affective barriers alongside behavioral compliance.

Did the intervention affect motivation and learner beliefs?

Students reported higher motivation and more effort-based or incremental beliefs about learning by semester end, aligning with growth-oriented views of language learning.

Aug 29, 2026

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