Abstract
Three vocabulary learning approaches -- rote memorization; Cover, Copy, Compare (CCC); and Cover, Copy, Compare Adapted with picture (CCCA) – were examined for effectiveness in promoting long-term memory retention for productive vocabulary in foreign language learning. Pretest, posttest, and delayed posttest data were collected using Conjuguemos, an on-line Spanish program. Results indicated a significant increase in mean scores with each assessment for all treatments; however, there was no significant difference in recall among the three learning approaches. Students were also surveyed about their preferences in approaches. Although survey responses indicated a preference for CCC, most students reported abandoning use of this method after six months.
Recommended Citation
Jester, Kathleen A. M.; Giles, Rebecca M.; and Ferguson, Susan N.
(2019)
"An Investigation of Three Approaches to Vocabulary Learning in High School Spanish Classes,"
Mid-Western Educational Researcher: Vol. 31:
Iss.
4, Article 5.
Available at:
https://scholarworks.bgsu.edu/mwer/vol31/iss4/5
