Spaced Learning: Its Implications in the Language Classroom

Abstract

For a substantial period of time, researchers have studied the effects of spaced learning on memory, and numerous studies show the benefits of distributed learning in the classroom. However, despite the ubiquitous presence of evidence in literature and the overwhelming number of empirical learning experiences, both students and professors often fail to acknowledge what scientific investigations have shown. The aim of this review paper is to synthesize information about cognitive memory and how the research findings in this field can benefit the learning process if applied both to content distribution and to revisiting this content after a period of time.