Input spacing and the learning of L2 vocabulary in a classroom context

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2 Citations (Scopus)


This study examined the optimal learning schedule for second language vocabulary within an authentic classroom setting in Hong Kong. Following a pretest, treatment, delayed posttest design, fifty-two primary school students (Cantonese first language) studied 20 English adjectives over two learning episodes under spaced-short (1-day interval) or spaced-long (8-day interval) learning conditions. The spacing of the vocabulary items was manipulated within-participants, and learning was assessed on a multiple-choice posttest, administered following a four-week delay. In contrast to previous laboratory-based findings, the results here indicated superior learning of the items presented under the spaced-short format, suggesting that lag effects might be attenuated by age, learning context and teaching procedure. Copyright © 2018 The Author(s).
Original languageEnglish
JournalLanguage Teaching Research
Early online dateOct 2018
Publication statusE-pub ahead of print - Oct 2018



Rogers, J., & Cheung, A. (2018). Input spacing and the learning of L2 vocabulary in a classroom context. Language Teaching Research. Advance online publication. doi: 10.1177/1362168818805251


  • Input spacing
  • Lag effects
  • Second language acquisition
  • Vocabulary learning
  • Young learners