Academic Centrehttps://doi.org/10.22364/htqe.2024.24 | 308-320 | PDF
Retrieval Practice Action Research to Develop Middle School Students’ Knowledge of Biology Terminology
Fleur Serrière
University of Latvia, Latvia
Abstract
The researchers, a Secondary school Biology teacher and a language learning specialist, brought their respective fields of competence together to apply the research on retrieval practice, according to which this strategy has a high impact on learning. The students participating in this study were a group of 22 Grade 8 students, predominantly Russian-speakers, attending
an English-speaking international school. Their level of English varied from A1 to C1 according to the Common European Framework of Reference (CEFR). The problem identified was the students’ lack of confidence in using and understanding Biology terminology effectively. This study aimed to evaluate the effectiveness of retrieval practice as a strategy for English as an Additional Language (EAL) students to improve their competence in this area. The Biology teacher split the unit of work in two; students received a formative test with open books (no retrieval practice) for the vocabulary related to the first half of the unit, and a formative test with closed books (retrieval practice) for the vocabulary related to the second half. Students were then assessed summatively on the full unit. The results for the content which had been formatively tested with open books were compared with the results for the content which had been formatively tested with closed books. The effect measured was small, but confirmed the hypothesis according to which retrieval practice has a positive impact on learning. Metacognition, reflection, and collaboration are all part of the approaches to learning skills modelled to students in this study. Through these skills, which the action research model supports, we not only sought to evaluate the effectiveness of a particular strategy, but also to promote a culture of inquiry and self-directed learning. It offers practical insights for educators seeking to enhance their pedagogical practices and supports students in mastering subject-specific terminology in a second language.
Keywords: action research, language pedagogy, retrieval practice, Middle School, vocabulary instruction, technology.
In: Human, Technologies and Quality of Education, 2024. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2024. Rakstu krājums. Ed. L. Daniela. Riga: University of Latvia, 2024. 564 p.
ISBN 978-9934-36-301-6
https://doi.org/10.22364/htqe.2024