Spaced Retrieval vs Massed Practice for Primary EFL Vocabulary: A 4-Week Classroom Trial

Adrian Paul Duffy Murphy — 2025-11-14

Recall activities form a central part of English as a Foreign Language (EFL) vocabulary teaching. However, it is well known that students in EFL
contexts, especially in primary school, often have difficulties retaining new words over longer periods of time. In the present study, we aimed
to compare spaced retrieval and massed practice in a classroom setting over a period of four weeks. A total of 60 pupils aged 9–10 years
were randomly assigned to two equal-sized groups. Participants in the spaced retrieval group practiced their target words in three 15-minute
sessions distributed over the four weeks. In contrast, the massed practice group learned their words in one 45-minute session in the first week.
Both groups used the same materials and were taught under the same conditions. Vocabulary performance was assessed in weekly tests and
a delayed post-test given two weeks after the last session.
The data show that the spaced retrieval group outperformed the massed practice group in each test, and also had a significantly higher average
delayed post-test performance (82.3 % vs 63.4 %). The current results demonstrate the superiority of spaced retrieval for durable word learning
and provide teachers with practical information for the design of classroom interventions to support more efficient EFL vocabulary learning in
primary school. In particular, teachers may consider implementing short, distributed recall sessions in their classrooms instead of more frequent
intensive one-off vocabulary exercises.

Move, Listen, Learn: How Action Songs Support Attention and Working Memory in Young Learners

Maria Robles Sánchez — 2025-11-14

Action songs are musical activities that combine melody and rhythm with physical movement. They offer a unique and engaging way for
children to connect with material through their bodies and minds. As multisensory activities, action songs allow children to process information
aurally, gesturally, and through coordinated movement, strengthening working memory and focus. The entrainment of neural timing to
rhythmic stimulus and the inherent repetition of song and gesture build attention and reinforce information through active embodiment. In
early-childhood classrooms, these actions scaffold learning by creating dynamic, participatory opportunities for children to process information
that bolster executive-function growth. The objective of this paper is to review existing developmental, educational, and cognitive research
on the benefits of action songs, particularly as they relate to improving children’s cognitive control, memory, and engagement. Informed by
recent meta-analyses, the paper will attempt to answer questions related to the mechanisms by which musical rhythm supports attentional
regulation, information storage with melody and repetition, and information recall with gesture. Quantitative outcomes of prior interventions
will be considered, including improvements in attention and working-memory measures, and the qualitative impact of these activities on
classroom engagement, emotion, and persistence will also be described. The study’s conclusions will be that the use of action songs is more
than playful; it is a purposeful approach to building concentration, sequencing, and self-regulation. Clapping, marching, or gesturing in time to
music reinforces a pattern of focus, recall, and anticipation that can translate to more effective management of learning tasks. Integrating these
activities into the daily routine provides teachers with a concrete, inclusive, and evidence-based way to support the cognitive development
of their students. Action songs are a bridge between movement and mind, translating rhythm to attention and melody to memory. They are a
simple yet powerful tool to create more attentive, motivated, and cognitively ready learners.

JOURNAL OF TEACHER EDUCATION AND RESEARCH

Spaced Retrieval vs Massed Practice for Primary EFL Vocabulary: A 4-Week Classroom Trial

Move, Listen, Learn: How Action Songs Support Attention and Working Memory in Young Learners