Retention and retrieval rates of vocabulary learning by exam fixated word lists and learning box related flash cards.

Abstract

Abstract: This study will be conducted in order to examine retrieval and recall rates on vocabulary learning. The investigated techniques are exam fixated word lists and Learning Box related flash cards. This box (a dynamic system of storing and reviewing flash card items) has been introduced at MUIC about 3 years ago. However, students’ usage has been inconclusive and advantages over other methods have not been proofed so far by research. Objective: A first goal is to proof whether research reservations against word list learning are justified. A second goal is to see whether the usage of flash cards and dynamic review systems like the Learning Box are superior to word list learning. A third goal is to provide participating students with better insights into their vocabulary learning capabilities and to advise adaptations. Methods: In order to gain better insights into this matter, students of 2 intact Elementary German II classes will be tested consecutively for both treatments over a period of 6 – 8 months (3 months in class and delayed post tests afterwards). As variables are impossible to control over such a long period, the study cannot be strictly experimental. It will be a longitudinal case study comprising both qualitative and quantitative approaches. Its design will be within subject, thus each participant will be exposed to both treatments. The main focus will be on retrieval rates of items which have been previously either not recalled (omission error) or wrongly recalled (intrusion error). However, items thoroughly correctly recalled are of less importance, as their reactivation cannot be linked provable to one of the investigated methods.