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

Document Type : Original Article

Authors

1 Hadaf Institute of Higher Education, Sari, Iran

2 Department of English Language, Qaemshahr Branch, Islamic Azad University, Qaemshahr, Iran

Abstract

In this study, the effectiveness of combining extensive reading with spaced retrieval practice was examined using digital flashcards and scheduled quizzes to enhance L2 vocabulary learning. Through 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 including 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 the other groups. ERG also had considerable gains, while the groups relying on extensive reading or e-cards only gained limited improvement. These results demonstrated that combining rich input with structured retrieval practice can have 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


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