There has been a growing interest in examining the role of spacing in repeated task performance and L2 speech fluency development (e.g., Bui et al., 2019; Suzuki & Hanzawa, 2021). Although research in cognitive psychology suggests that spaced learning is generally more beneficial than massed learning (Wiseheart et al., 2019), previous studies in L2 fluency research have shown mixed results. In this line of research, it is still particularly unclear to what extent spacing influences L2 learners' long-term fluency development. Importantly, no research to date has investigated the effects of spacing on L2 fluency development by systematically manipulating the ISI–RI ratio (i.e., the ratio of the interval between practice sessions [intersession interval, ISI] to the interval between the last practice session and the posttest [retention interval, RI]). An investigation of specified ISI–RI ratios is necessary to gain a better understanding of the effects of spacing on L2 speech fluency development, and how the research findings from cognitive psychology can be applied to the rather complex skill of L2 speaking.
The current study aimed to examine the effects of spacing on L2 learners' speech fluency development by using the ISI–RI ratios of 10–30%, an optimal range suggested by previous research in cognitive psychology (Rohrer & Pashler, 2007). In this study, 116 Japanese university students were randomly assigned to one of four groups, which consisted of two experimental groups (a short-spaced group [1-day ISI] and a long-spaced group [7-day ISI]) and two control groups. The experimental groups engaged in four practice sessions while the control groups only took the three tests (pretest, posttest, delayed posttest) which followed the same schedule as each corresponding experimental group. The results overall showed an advantage of long-spaced practice over no practice (i.e., control group) and short-spaced practice especially on the delayed posttest, demonstrating greater retention of enhanced fluency performance (e.g., faster speech rate, shorter mid-clause pauses). In this presentation, the presenters will focus on the results from the practice sessions to elucidate how manipulating the timing of repeated practice might influence L2 learners' fluency development over time. The present findings contribute to the existing body of L2 research by yielding insights into the role of spacing in optimizing fluency practice.
Bui, G., Ahmadian, M. J., & Hunter, A.-M. (2019). Spacing effects on repeated L2 task performance. System, 81, 1–13. https://doi.org/10.1016/j.system.2018.12.006
Rohrer, D., & Pashler, H. (2007). Increasing retention without increasing study time. Psychological Science, 16(4), 183–186. https://doi.org/10.1111/j.1467-8721.2007.00500.x
Suzuki, Y., & Hanzawa, K. (2021). Massed task repetition is a double-edged sword for fluency development: An ESL classroom study. Studies in Second Language Acquisition, 1–26. https://doi.org/10.1017/S0272263121000358
Wiseheart, M., Küpper-Tetzel, C. E., Weston, T., Kim, A. S. N., Kapler, I. V, & Foot-Seymour, V. (2019). Enhancing the Quality of Student Learning Using Distributed Practice. In J. Dunlosky & K. Rawson (Eds.), The Cambridge Handbook of Cognition and Education (pp. 550–584). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108235631.023
