Improving EFL Learners' Vocabulary Knowledge through Extensive Reading and Spaced Retrieval Practice: Linking Input Hypothesis with Desirable Difficulty Theory

Articles in Press

Document Type : Original Article

Authors

Department of Foreign Languages, QaS.C., Islamic Azad University, Qaemshahr, Iran

10.22034/jsllt.2026.23984.1102

Abstract

The effectiveness of combining extensive reading with spaced retrieval practice, using digital flashcards and scheduled quizzes for enhancing L2 vocabulary learning was examined in this research. Linking Krashen's (1982) input hypothesis and Bjork and Bjork's (1992) theory of desirable difficulty, a quasi-experimental design was employed with 130 intermediate EFL learners in six groups, each of which receiving different combinations of interventions: extensive reading only (RG), e-cards only (EG), e-cards and extensive reading (ERG), e-cards and quizzes (EQG), extensive reading and quizzes (RQG), and all three components (ERQG). It was revealed that the ERQG significantly outperformed other groups. ERG also earned considerable gains, while groups relying on extensive reading or e-cards only gained limited improvement. These results demonstrated that combining rich input with structured retrieval practice can bring about synergistic benefits, supporting the efficacy of spaced retrieval techniques for vocabulary knowledge improvement. The study also highlighted the pedagogical advantages of integrating extensive reading in EFL instruction with technology-enhanced retrieval activities.

Keywords

Journal of Studies in Language Learning and Teaching

Articles in Press, Accepted Manuscript
Available Online from 18 May 2026

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History

  • Receive Date: 17 November 2025
  • Revise Date: 22 March 2026
  • Accept Date: 18 May 2026

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