The L2 proficiency puzzle: spaced and massed practice in deliberate learning of English collocations

Abstract This study examined the differential effects of spaced and massed practice on deliberate collocation learning across varying L2 proficiency levels. A classroom-based quasi-experiment, comprising two parts, with 101 English L2 learners, grouped into low-, mid-, and high-proficiency levels who were taught 30 Adj+N English collocations explicitly using flashcards via either spaced or massed practice techniques, was conducted. The learning and retention of the collocations were assessed through form and meaning recall tests immediately after the learning session, 14 days later, and 86 days later. Findings revealed a significant three-way interaction between spacing, proficiency level, and time, underscoring the complex interplay of cognitive processing and retention strategies. The study further detailed that spaced practice consistently outperformed massed practice, particularly in bolstering long-term retention. However, the benefits of spaced practice were not uniform across proficiency levels: low-proficiency learners experienced the most pronounced gains, while high-proficiency learners also benefited significantly, albeit to a lesser extent. Mid-proficiency learners, on the other hand, showed minimal differences between the two methods. The study’s contribution lies in its detailed exploration of the interaction between spaced/massed practice and proficiency levels, a crucial aspect largely unexplored in previous research on collocation acquisition.