Introducing Spaced Repetition Software (SRS) for vocabulary acquisition in a university-level Arabic language course: A case study

Authors

DOI:

https://doi.org/10.54475/jlt.2024.013

Keywords:

Spaced Repetition, SR, Spaced Repetition Software, SRS, L2 acquisition, vocabulary acquisition, teaching Arabic as a foreign language, student motivation

Abstract

Spaced repetition (SR) is a proven memory technique, yet few L2 classrooms implement it for vocabulary acquisition and retention. This paper details a case study that introduced spaced repetition software (SRS) for L2 vocabulary acquisition in a university Arabic language course. The paper analyzes the results of a questionnaire about the effectiveness of SRS distributed to twenty-two beginning Arabic students at a major university who were required to use the method for vocabulary acquisition. A discussion of the theoretical benefits of SRS versus actual classroom results follows. The paper concludes with a reflection on various problems encountered, including student motivation, and makes recommendations for introducing SRS in the L2 classroom based on the experiment.

Author Biography

  • Cory Jorgensen, George Washington University

    Cory Jorgensen is an Assistant Professor of Arabic in the Department of Classical & Near Eastern Languages and Civilizations at The George Washington University. He received the degrees of Doctor of Philosophy and Master of Arts from the University of Texas at Austin, and that of Bachelor of Music from Utah State University.

    Professor Jorgensen specializes in classical Arabic literature and Arabic pedagogy, and has published and presented papers on these topics. Professor Jorgensen has taught Latin, Greek and Arabic language courses, as well as Arabic literature courses. He has been teaching at The George Washington University since 2012.

    Email: cjor@gwu.edu

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Jorgensen (2024)

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2024-06-17

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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. https://doi.org/10.54475/jlt.2024.013

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