Year: 2025
Type: article
Study design: Clinical Trial
Abstract: English phrasal verbs are ubiquitous and challenging for second language (L2) learners, particularly for those whose first language does not have an equivalent structure. This study investigates the facilitative role of three distinct L2 practice types in promoting English phrasal verb acquisition. Eighty first-year college students from China were randomly assigned to three groups: the continuation group, which was first presented with an input text and then required to complete it; the retrieval group, which was first presented with the input text and then required to engage in retrieval practice; and the trial-and-error group, which was first required to engage in trial-and-error practice before reading the input text. The effectiveness of these practice types was compared via both an immediate post-test and a 1-week-delayed post-test. The results showed that in the immediate post-test, the continuation group performed comparably with the retrieval group but outperformed the trial-and-error group. However, in the 1-week-delayed post-test, the continuation group significantly outperformed the other two groups. The findings revealed that the continuation writing task not only initially equips learners with declarative knowledge and subsequently closely integrates static L2 learning with dynamic idea expression but also enhances learners’ task self-efficacy, thereby optimally promoting phrasal verb learning and retention.
Source: Languages
Authors: Yan Feng, Mei Yang
Institutions: Zhaoqing University, South China University of Technology
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,689
OpenAlex ID: W4413779094