2021/07/22 by Yuichi Suzuki, Keiko Hanzawa · 2 citations
Arts and Humanities · Neuroscience · Psychology · #EFL/ESL Teaching and Learning #Neurobiology of Language and Bilingualism #Second Language Acquisition and Learning
paper · pdf · doi:10.1017/s0272263121000358
openalex publication_date 2021/07/22 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
Abstract To examine the effects of task repetition with different schedules, English-as-a-foreign-language classroom learners performed the same oral narrative task six times under three different schedules. They narrated the same six-frame cartoon story (a) six times consecutively in one class (massed practice), (b) three times at the beginning and at the end of a class (short-spaced practice), and (c) three times as a part of two classes 1 week apart (long-spaced practice). The results yielded by an immediate posttest using a novel cartoon showed that massed practice reduced breakdown fluency (mid-clause and clause-final pauses) the most. However, the participants in the massed-practice group showed degraded speed (slower articulation rate) and repair fluency (more verbatim repetition). The effects of repetition schedule seem limited on a 1-week delayed posttest involving a novel cartoon. Yet, when participants narrated the same practiced cartoon 1 week later, massed practice also resulted in more verbatim repetition.