Phần này anh chị DỰA TRÊN BÀI MIDTERM, mình chỉ cần viết thêm 1 phần Introduction
vào
là được:
Trong phần Introduction, sẽ có 2 đoạn, mỗi đoạn từ 100 đến 150 từ.
Đoạn thứ nhất trình bài về mục đích của cuộc nghiên cứu: Statement of the purpose
Đoạn thứ hai trình bày về những những thiếu sót của những cuộc nghiên cứu trước (do chưa có
ai từng làm đề tài này): Research problem
Tham khảo bài mẫu bên dưới
Ministry of Education and Training
Ho Chi Minh City Open University
Full name: Trần Thanh Thịnh
Student number: 2357010306
The Effectiveness of the Spaced Repetition Method in Improving
English Vocabulary Among Middle-Aged Adults
Abstract
In the present context, many middle-aged adults learn English for work, communication, or
personal growth opportunities. However, memorizing what has been learned for a long period is
a challenge for many middle-aged adults. Therefore, exploring the effectiveness of the Spaced
Repetition Method (SRM) in improving vocabulary is the purpose of this research to enhance
their word repertoire. The quasi-experimental study divided 100 middle-aged participants into
two groups: the control group and the experimental group. The experimental group applied the
SRM in their learning progress, while the control group used the usual vocabulary learning
method. The participants also did pre-tests and pop-tests to evaluate their vocabulary acquisition
and retention. The results indicated that the experimental had a better performance in acquiring
vocabulary and positive attitudes in learning compared to the control group. The findings may
suggest an effective learning plan, providing profound insights for educators to optimize
vocabulary instruction practices in higher education.
Keywords: Middle-aged adults, Spaced Repetition Method (SRM), Vocabulary acquisition
Introduction
Statement of Purpose
Improving English vocabulary is one of the most important aspects of learning English, but
many learners, especially middle-aged learners, struggle with this. In the education field, spaced
reception is proven as a scientific method for enhancing me mory retention and facilitating long-
term learning. The purpose of this study is to evaluate the effectiveness of the spaced repetition
method in improving English vocabulary acquisition among middle-aged adults. By examining
its effectiveness, this research aims to provide insights that can suggest teaching practices and
curriculum design to optimize language learning experiences.
Research Problem
Spaced repetition has been widely recognized as an effective method for memory retention and a
useful method in learning language. Most existing researches focus on investigating its
effectiveness on younger learners to help them improve their academic performance. However,
few researchers have investigated its application and effectiveness in addressing the specific
learning needs of middle-aged adults. This research aims to explore the effectiveness of the
spaced repetition method in English vocabulary acquisition among middle-aged adults. This
study may help them get through their challenges due to cognitive changes such as slower
information processing and reduced memory retention.
Literature review
Chukharev-Hudilainen, E., & Klepikova, T. A. stated, “…by spending an average of three
minutes each day on automatically generated vocabulary activities, EFL students increased their
long-term vocabulary retention rate three fold." (2016, p. 340).
(2022, p. 85). Zubenko, T., Gavrylenko, A., Zhyvotovska, T., & Vasylieva, N. stated, "The
findings indicate that implications of this research are connected with the spaced vocabulary
acquisition strategy as an effective tool for learning new lexical units by ESL learners while
incidental listening to the audio dictionary lessons”
According to Jorgensen (2024), several studies have demonstrated that the use of Spaced
Repetition Software (SRS) in university-level language courses has a notable impact on
improving vocabulary acquisition and retention rates among students. (Journal of Language
Teaching, 4(2), 33-42)
Lafleur and Kanazawa (2024) demonstrated that applying task interleaving within spaced
repetition systems effectively supports a more balanced and profound vocabulary learning
process while enhancing long-term retention. (Computer Assisted Language Learning Electronic
Journal, 25(3))
The study by Mustafa (2022) found that students uisng the spaced learning method showed
significantly better reading comrephension achivverments compared to those in the controlgorup.
This reveals that the spaced learning method positive effectiveness on reading comprehension
instruction
References
AL-Okiedy, A. I. (2022). The Effect of Using Spaced Learning Repetition
Method on Iraqi Islamic School Students' Achievement in English
Language. Journal of Tikrit University for Humanities, 20(10), 84–105.
doi:http://dx.doi.org/10.25130/jtuh.29.10.1.2022.25
Jorgensen, C. ( 2024). Introducing Spaced Repetition Software (SRS) for
vocabulary acquisition in a university-level Arabic language course: A
case study. Journal of Language Teaching, 4(2), 33-42.
doi:https://doi.org/10.54475/jlt.2024.013
Klepikova, E. C.-H. (2016). The effectiveness of computer-based spaced
repetition in foreign language vocabulary instruction: A double-blind
study. TCALICO Journal, 33(3), 334-354. doi:
https://doi.org/10.1558/cj.v33i3.26055
Louis Lafleur, Y. K. (2024). The Effects of Interleaved Spaced Repetition
Learning on Vocabulary Knowledge. Computer Assisted Language
Learning Electronic Journal (CALL-EJ), 25( 3), 172–194.
Tetiana Zubenko, A. G. (2022). Spaced Vocabulary Acquisition While
Incidental Listening by ESL University Students. Advanced Education,
20, 79–87. doi:10.20535/2410-8286.250501
