Learners' Perceptions of Task Repetition: Distributed Practice Effects on Engagement and Metacognitive Judgement
DOI:
https://doi.org/10.62583/rseltl.v1i4.23Keywords:
task repetition, distributed practice, learner engagement, metacognitive judgement, language learningAbstract
This study seeks to dwell on the effects task repetition and distributed practice have on the learners' engagement and metacognitive judgment among English language learners. This is a mixed-methods study with a sample drawn from 150 students of the University of Sunderland, establishing the opinion of the learners regarding the effects of these instructional strategies. The results therefore speak to a broadly positive view for both practices: task repetitions are valued for helping enhance proficiency and solidifying learning, while distributed practice is praised to enhance engagement and bulwark metacognitive skills over time. The findings from this study further the importance of learner perceptions in language learning strategy efficacy, thus supporting the critical role of task repetition and distributed practice in drawing forth effective language learning.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Emma Heathway, Salimi Gfali
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Research Studies in English Teaching and Learning (RSELTL) Journal adopts the Creative Commons Attribution 4.0 International License (CC BY 4.0). This license allows for the free distribution and modification of the work, provided that the original author and source are credited. The CC BY 4.0 license is designed to promote the dissemination of scholarly work while protecting the rights of authors.
Author Rights
Under the CC BY 4.0 license, authors retain extensive rights to their work, including but not limited to:
-
Ownership of Copyright: Authors maintain copyright ownership of their work, permitting them to deposit their work in institutional repositories, share their work as they deem appropriate, and publish their work elsewhere, provided that the original publication in RSELTL Journal is properly cited.
-
Use and Distribution: Authors are entitled to unlimited use and distribution of their own work for educational and scholarly purposes, as long as the original work is properly cited.
-
Adaptation and Derivatives: Authors have the right to adapt, modify, or create derivatives of their work, provided that the original work is properly cited, and the modifications do not misrepresent the original work.
User Rights
In accordance with the CC BY 4.0 license, users (readers, scholars, and researchers) are granted the following rights:
-
Access and Distribution: Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of articles published in RSELTL Journal without seeking prior permission from the publisher or the author, as long as the original work and authorship are properly cited.
-
Creation of Derivative Works: Users may adapt or create derivative works from the RSELTL Journal articles, provided that the original work is properly cited, and the derivative work is distributed under the same CC BY 4.0 license.
Responsibilities and Restrictions
-
Attribution: Proper attribution must be given to the original author(s) and the RSELTL Journal, including provision of a link to the original work and indication if any changes were made.
-
No Additional Restrictions: Users must not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
-
Commercial Use: The CC BY 4.0 license permits commercial use of the works, as long as the original work and authorship are properly cited.
