AN EXPERIMENTAL STUDY ON THE EFFECT OF SPACED REPETITION TECHNIQUE ON VOCABULARY RETENTION AMONG PRIMARY SCHOOL STUDENTS

Abstract

Vocabulary development is fundamental to effective language learning, as it enhances learners’ ability to recall, comprehend, and use words meaningfully. The Spaced Repetition Technique (SRT) has shown promise in improving long term vocabulary retention; however, its application in regular classroom settings remains limited. This experimental mixed-methods study examined the impact of SRT on vocabulary acquisition and retention among Pakistani primary school students, where conventional instruction often depends on rote memorization with minimal lasting benefits. Data were collected through pre- and post-tests administered to control and experimental groups, complemented by teacher and student questionnaires. Quantitative findings revealed that students exposed to SRT demonstrated significantly greater vocabulary retention and application in both oral and written contexts compared to those taught through traditional methods. Qualitative results further indicated that participants found SRT tools such as flashcards, scheduled reviews, and interactive activities, are more engaging and effective than mechanical drills. Grounded in cognitive learning and memory reinforcement theory, the study concludes that incorporating SRT in primary-level English instruction enhances vocabulary learning and student engagement, offering valuable implications for curriculum design and pedagogical practices in Pakistani education.