Distribution of grammar learning through writing tasks: A potential role of proficiency

Abstract

AbstractThe present study examines the optimal schedule of second language (L2) grammar practice. Fifty‐four English‐as‐a‐foreign language learners practiced using hypothetical conditionals through written production‐based dictogloss tasks, accompanied by an explicit grammatical explanation, in three learning sessions over several weeks. Learners in the longer spaced group engaged in dictogloss tasks at intervals of 7 days (Day 1, 8, and 15), while those in the shorter spaced group did so at intervals of 3.5 days (Day 1, 4, and 8). Results showed that shorter spaced and longer spaced learning led to equally accurate use of the hypothetical conditionals on both 3‐week and 6‐week delayed posttests. The effects of practice condition on 6‐week delayed posttest performance were moderated by L2 proficiency. Specifically, the retention rate after 6 weeks was greater for more proficient learners than for less proficient learners, but only in the shorter spaced group. Due to the exploratory nature of this study with small sample size, we call for more empirical research that explores the interaction between practice distribution and individual differences, including but not limited to L2 proficiency.