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dc.contributor.authorCekic, Ahmet
dc.contributor.authorBakla, Arif
dc.date.accessioned2019-07-27T12:10:23Z
dc.date.accessioned2019-07-28T09:37:03Z
dc.date.available2019-07-27T12:10:23Z
dc.date.available2019-07-28T09:37:03Z
dc.date.issued2019
dc.identifier.issn0020-4277
dc.identifier.issn1573-1952
dc.identifier.urihttps://dx.doi.org/10.1007/s11251-019-09483-4
dc.identifier.urihttps://hdl.handle.net/20.500.12418/5890
dc.descriptionWOS: 000470333700005en_US
dc.description.abstractThis study investigates the impact of spacing on L2 incidental vocabulary learning. The participants divided into three groups studied the same 20 target words, which occurred nine times in 36 short reading texts in a Moodle course. The first group read four passages and thus saw each target words once per session each week in the nine-week period (nine sessions, fixed spacing group). The second group (three sessions, spaced massing with fixed intervals) and the third group (three sessions, spaced massing with expanding intervals) studied 12 passages each session and saw each target item three times per session. While the second group studied the passages within a seven-week period with a two-week and a three-week interval (three sessions), the third group studied the passages in three consecutive weeks (three sessions). So, all of the three groups saw the same 20 target words a total of nine times with different massing and spacing patterns. The participants were given the Vocabulary Knowledge Scale (the VKS) before and after the treatment and a multiple-choice test immediately after the treatment period. The results indicated that the fixed spacing group outperformed the spaced massing with fixed intervals and spaced massing with expanding intervals.en_US
dc.language.isoengen_US
dc.publisherSPRINGERen_US
dc.relation.isversionof10.1007/s11251-019-09483-4en_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectIncidental vocabulary learningen_US
dc.subjectSpaced learningen_US
dc.subjectSpaced massingen_US
dc.subjectHypertext glossesen_US
dc.subjectEFLen_US
dc.titleThe effects of spacing patterns on incidental L2 vocabulary learning through reading with electronic glossesen_US
dc.typearticleen_US
dc.relation.journalINSTRUCTIONAL SCIENCEen_US
dc.contributor.department[Cekic, Ahmet -- Bakla, Arif] Sivas Cumhuriyet Univ, Foreign Language Educ Dept, Yabanci Diller Egitimi Bolumu, TR-58140 Sivas, Turkeyen_US
dc.contributor.authorIDCEKIC, Ahmet -- 0000-0002-7292-3301en_US
dc.identifier.volume47en_US
dc.identifier.issue3en_US
dc.identifier.endpage371en_US
dc.identifier.startpage353en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US


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