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<p>Mastering difficult English vocabulary poses considerable challenges for language learners. While prior studies have established the efficacy of retrieval practice in supporting vocabulary acquisition, it tends to be less effective for more complex words. This study explores the benefits of diminishing-cues retrieval practice in facilitating the learning of difficult English vocabulary. A sample of native Chinese-speaking university students, who were learning English as a second language, participated in the study. The experimental design utilized 20 difficult English-Chinese word pairs and employed a between-subjects design to compare three learning methods: diminishing-cues retrieval practice, standard retrieval practice, and restudy. Final test performance served as the dependent variable. The results revealed that both retrieval practice groups significantly outperformed the restudy group, with diminishing-cues retrieval practice yielding superior results compared to standard retrieval practice. These findings indicate that gradually reducing retrieval practice cues can enhance both initial retrieval success and long-term retention of challenging English vocabulary.</p>

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The Enhancing Effect of Diminishing-Cues Retrieval Practice on the Learning of Difficult English Vocabulary

  • 期刊论文

  • 发表日期：

    2026年6月20日

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  • Kejia Qu,
  • Yuqing Sun,
  • Yutong Lei,
  • Jiaxin Zhou

摘要

Mastering difficult English vocabulary poses considerable challenges for language learners. While prior studies have established the efficacy of retrieval practice in supporting vocabulary acquisition, it tends to be less effective for more complex words. This study explores the benefits of diminishing-cues retrieval practice in facilitating the learning of difficult English vocabulary. A sample of native Chinese-speaking university students, who were learning English as a second language, participated in the study. The experimental design utilized 20 difficult English-Chinese word pairs and employed a between-subjects design to compare three learning methods: diminishing-cues retrieval practice, standard retrieval practice, and restudy. Final test performance served as the dependent variable. The results revealed that both retrieval practice groups significantly outperformed the restudy group, with diminishing-cues retrieval practice yielding superior results compared to standard retrieval practice. These findings indicate that gradually reducing retrieval practice cues can enhance both initial retrieval success and long-term retention of challenging English vocabulary.