Investigating the Effect of Retrieval Practice on EFL Students' Retention of Prose Passages: Repeated Testing versus Studying
Bibliographic record
Abstract
This research aimed to investigate the beneficial effect of retrieval practice on the short- and long-term retention of prose passages by Saudi EFL speakers. A total of 270 Saudi EFL students were divided into six groups to compare the effectiveness of repeated study and repeated testing. Each student read the same 333-word passage containing 20 ideas. Results of immediate tests showed that more ideas were recalled by the repeated study (SSSS) group than by the repeated test (STTT) group, but the difference was not statistically significant. Results of delayed tests showed that the STTT group or even the single test (SSST) group was more successful with long-term retention than the SSSS group. Furthermore, the SSSS group retained less information in the first week after the study period than the other groups. The results of the study indicate that testing has a positive effect on the retention of previously learned material.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.023 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".