How often should vocabulary be reviewed to prevent forgetting

The ideal frequency for reviewing vocabulary to prevent forgetting involves spaced repetition, where review intervals are gradually increased over time. Research shows that spaced retrieval or testing leads to better long-term retention compared to massed practice (cramming). For example, learners benefit from reviewing new vocabulary shortly after first learning it, then again after a few days, and at increasing intervals such as one week, then several weeks later. Frequent retrieval practice during reviews strengthens memory consolidation and retention. Studies with English as a foreign language learners found that spaced reviews after one week and five weeks improved recall more than immediate or massed repetition. Some research also suggests that multiple successful retrievals during training sessions predict better retention.

In short, vocabulary reviews should happen soon after initial learning, then spaced out with increasing intervals to solidify long-term retention and prevent forgetting, often incorporating repeated testing or active recall exercises. ^{1, 2, 3, 4}

References

• Spacing effects in vocabulary learning: Young EFL learners in focus

• Short- and Long-term Effects of Repetition Strategies on Vocabulary Retention

• Fostering retention of word learning: The number of training sessions children retrieve words positively relates to post-training retention.

• Retrieval-Based Word Learning in Young Typically Developing Children and Children With Developmental Language Disorder I: The Benefits of Repeated Retrieval.

• Building English Vocabulary Schema Retention Using Review Value Calculation for ESL Students

• Re-Thinking the Principles of (Vocabulary) Learning and Their Applications

• What a difference a day makes: change in memory for newly learned word forms over 24 hours.

• Memory strategies focused on english vocabulary learning: A case study in a public high school in Loja City

• Review on Vocabulary Teaching Strategies: Study Case: Effect of Learners’ Lexical Recall

• Vocabulary Learning Strategies: A Short Way to Long Term Retention

• Sustainability of Vocabulary Teaching after Explicit Instruction in Kindergarten Children

• LONGER EFL VOCABULARY RETENTION: LEARNING IN CONTEXT OR IN ISOLATION?

• The Effects of Word Exposure Frequency on Incidental Learning of the Depth of Vocabulary Knowledge

• Rote Memorization of Vocabulary and Vocabulary Development.

• The Mnemonic Keyword Method: Effects on the Vocabulary Acquisition and Retention

• High-Frequency Vocabulary: Moving From Recognition to Recall Level on Quizlet