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The spacing effect is a ubiquitous phenomenon, whereby memory isenhanced for the information that is learned across different points in time rather thanbeing learned at once. A considerable amount of research has focused on the nature ofthe spacing effect, and there is general acceptance that spacing learning events out intime promotes learning. However, fewer studies have been conducted in educationalsettings. The aim of this study is to explore learners’ perceptions of different spacingschedules (massed vs. spaced). To achieve the purpose of the study, we taught 30children 24 English–Farsi word pairs utilizing different spacing schedules. Later, weadministered a questionnaire to explore leaarners’ perceptions of both massed and spacedschedules. The results revealed that the children percieved spaced practice to be moreeffective than massed practice

Learners’ Perceptions of the Effectiveness of Spaced Learning Schedule in L2 Vocabulary Learning