@article{oai:aue.repo.nii.ac.jp:00007727,
 author = {Kodama, Keita and Shirahata, Tomohiko},
 journal = {教科開発学論集},
 month = {Mar},
 note = {text, Some researchers claim that English word tests given by teachers in the classrooms are not an effective way to enhance students’ vocabulary (e.g., Segawa, 2016; Takeda, Ikegashira, & Saito, 2008, among others). However, only a small number of studies have been conducted so far to clarify the effectiveness of the English word test (Barcroft, 2007; Karpicke & Roediger, 2008). Thus, further research with empirical data is necessary to establish whether word tests are really useless for second language (L2) learners, in particular, for Japanese learners of English (JLEs). The purpose of this study is to claim that the word test is effective for JLEs to increase their vocabulary. In order to examine the effectiveness, the present study adopted the word repetition method along with spaced learning. The authors conducted an experiment on 30 university JLEs. Participants in the Experimental Group received a treatment in which they took the same coverage of the same English word test once a week 6 times, whereas the Control Group did not receive any treatment. The results showed that the Experimental Group improved vocabulary size significantly and still maintained a high-level performance after 10 weeks. That is, the test score of the Experimental Group at the delayed posttest was still higher than that of the pretest. Thus, this study supports the claim that giving a word test repetitively to L2 learners can be a useful learning method to increase and maintain their vocabulary., 静岡大学大学院教育学研究科},
 pages = {29--38},
 title = {Optimizing Second Language Vocabulary Learning with English Word Tests},
 volume = {8},
 year = {2020}
}