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Does interleaved practice enhance foreign language learning? The effects of training schedule on Spanish verb conjugation skills.
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10.1037/edu0000336
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In Pan et al. (2019), interleaved practice for learning Spanish grammar was superior to blocked practice.
“In their experiment, interleaved practice was designed for learning Spanish grammar and found to be superior to blocked practice.”
From Spacing and Interleaving Effects Require Distinct Theoretical Bases: a Systematic Review Testing the Cognitive Load and Discriminative-Contrast Hypotheses (2021) · cites this paper as Pan et al. (2019)
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The science of effective learning with spacing and retrieval practice
Carpenter, S. K., Pan, S. C., & Butler, A. C. (2022) · Nature Reviews Psychology · doi:10.1038/s44159-022-00089-1 · Cited by 184
Self-citationThe Effects of Spaced Practice on Second Language Learning: A Meta‐Analysis
Kim, S. K., & Webb, S. (2022) · Language Learning · doi:10.1111/lang.12479 · Cited by 119
Suzuki, Y. (2021) · Language Learning · doi:10.1111/lang.12433 · Cited by 76
Motivation, Learning Strategies, and Outcomes in Mobile English Language Learning
Yu, Z., Xu, W., & Sukjairungwattana, P. (2022) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-022-00675-0 · Cited by 85
“Pan et al. (2019) studied foreign language learning even through four experiments.”
BackgroundLearning from errors: Students' and instructors' practices, attitudes, and beliefs
Pan, S. C., Sana, F., Samani, J., Cooke, J., & Kim, J. A. (2020) · Memory · doi:10.1080/09658211.2020.1815790 · Cited by 65
Chen, O., Paas, F., & Sweller, J. (2021) · Educational Psychology Review · doi:10.1007/s10648-021-09613-w · Cited by 62
Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology
Suzuki, Y., Nakata, T., & DEKEYSER, R. M. (2019) · Modern Language Journal · doi:10.1111/modl.12582 · Cited by 67
Nakata, T., & Suzuki, Y. (2019) · Modern Language Journal · doi:10.1111/modl.12581 · Cited by 71
Interleaved practice enhances memory and problem-solving ability in undergraduate physics
Samani, J., & Pan, S. C. (2021) · npj Science of Learning · doi:10.1038/s41539-021-00110-x · Cited by 64
“Hours of studying per week before criterial test 1 (2) (“During weeks 1–4 (5–8) until just before the Friday surprise practice test, roughly how many hours on average did you spend each week reviewing for midterm 1 (2)?”)”
BackgroundSelf-citationSuzuki, Y., Yokosawa, S., & Aline, D. (2020) · Language Teaching Research · doi:10.1177/1362168820913985 · Cited by 38
“If we bring our attention to the commonality of the current findings with other previous research, the current study corroborates two other previous studies on interleaved practice effect in L2 grammar learning (Nakata & Suzuki, 2019; Pan et al., 2019).”
BackgroundResultInfluentialExploring the necessary conditions for observing interleaved practice benefits in math learning
Mielicki, M. K., & Wiley, J. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101583 · Cited by 28
Sun, Y., Shi, A., Zhao, W., Yang, Y., Li, B., Hu, X., Shanks, D. R., Yang, C., & Luo, L. (2022) · Educational Psychology Review · doi:10.1007/s10648-022-09666-5 · Cited by 14
“This effect survives across a variety of study-test intervals, such as a 15-s interval (Kornell & Bjork, 2008), a 1-day interval (Taylor & Rohrer, 2010), a 2-day interval (Pan et al., 2019), a 1-week interval (Foster et al.”
BackgroundLearning melodic musical intervals: To block or to interleave?
Wong, S. S. H., Chen, S., & Lim, S. W. H. (2020) · Psychology of Music · doi:10.1177/0305735620922595 · Cited by 15
The synergistic benefits of systematic and random interleaving for second language grammar learning.
Pan, S. C., Lovelett, J. T., Phun, V., & Rickard, T. C. (2019) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2019.07.004 · Cited by 12
Self-citationPan, S. C., Flores, S. R., Kaku, M. E., & Lai, W. H. E. (2024) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.102045 · Cited by 11
Self-citationNemeth, L., & Lipowsky, F. (2023) · European Journal of Psychology of Education · doi:10.1007/s10212-023-00723-3 · Cited by 14
“Because research on increasing interleaved practice is inconsistent (e.g., Nakata & Suzuki, 2019; Pan et al., 2019; Sorensen & Woltz, 2016; Yan et al., 2017) and lacking for primary school mathematics, further research is required to investigate the assumed benefits of increasing interleaved…”
Using interleaved practice to foster spelling acquisition
Klimovich, M., & Richter, T. (2025) · Learning and Instruction · doi:10.1016/j.learninstruc.2025.102146 · Cited by 7
The relationship between interleaving and variability effects: a cognitive load theory perspective
Chen, O., Retnowati, E., Castro-Alonso, J. C., Paas, F., & Sweller, J. (2023) · Education Sciences · doi:10.3390/educsci13111138 · Cited by 11
Prior episodic learning and the efficacy of retrieval practice
Gupta, M. W., Pan, S. C., & Rickard, T. C. (2021) · Memory & Cognition · doi:10.3758/s13421-021-01236-4 · Cited by 7
“Educationally relevant examples include spaced rather than massed practice (Carpenter et al., 2012; Cepeda et al., 2006; Cepeda et al., 2008; Mozer et al., 2009; Rohrer, 2015) and interleaved rather than blocked practice (Foster et al., 2019; Pan et al., 2019; Rohrer, 2012; Rohrer et al., 2020).”
BackgroundSelf-citationHwang, H. (2024) · Language Learning · doi:10.1111/lang.12659 · Cited by 7
Enhancing Vocabulary Retention in Low-Achieving EFL Students: Massed or Spaced?
Lee, I.-H., Maechtle, C., & Hu, C. (2021) · English Teaching & Learning · doi:10.1007/s42321-020-00074-y · Cited by 6
The effects of interleaved and blocked corpus-based practice on L2 pragmatic development
Zhang, Y. (2023) · Studies in Second Language Acquisition · doi:10.1017/s0272263123000062 · Cited by 5
“Only a handful of L2 studies on grammar (Nakata & Suzuki, 2019; Pan et al., 2019; Suzuki & Sunada, 2020), speaking (Suzuki, 2021), and vocabulary (Schneider et al., 2002) have explored this topic.”
BackgroundEffects of practice schedules in video tutorials for software training
van der Meij, H., & Nuketayeva, K. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104786 · Cited by 5
Pan, S. C., González‐Cabañes, E., Teo, A. Z. J., Zung, I., Sana, F., & Cooke, J. E. (2025) · Applied Cognitive Psychology · doi:10.1002/acp.70071 · Cited by 4
Self-citationEnglish Speaking Skill and Indian Undergraduate ESL Learners: Interleaving or Block Practice?
Kakoti, S., & Doley, S. K. (2021) · Rupkatha Journal on Interdisciplinary Studies in Humanities · doi:10.21659/rupkatha.v13n4.57 · Cited by 2
Acquiring an Accurate Mental Model of Human Learning
Pan, S. C., & Bjork, R. A. (2024) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780190917982.013.69 · Cited by 2
Self-citationStimulus variability improves generalization following response inhibition training
Moshon-Cohen, T. E., Weinbach, N., & Bitan, T. (2024) · Psychological Research · doi:10.1007/s00426-023-01913-w · Cited by 3
“…Keller et al., 2006; Porter et al., 2007; Shea & Morgan, 1979; Travlos, 2010), in addition to research on verbal and language learning (Battig, 1966; Pan et al., 2019) mathematics learning (Foster et al., 2019; Rohrer et al., 2015) and categorization (Kornell & Bjork, 2008; Wahlheim et al., 2011).”
Students’ Perceptions of Effective Math Learning Strategies
Hartwig, M. K., & Rohrer, D. (2025) · Behavioral Sciences · doi:10.3390/bs15081047 · Cited by 3
“It may be useful for future work to verify whether spacing and interleaving are similarly undervalued by students in other fields, since these strategies are useful for other subject areas also (e.g., Carpenter et al., 2012; Eglington & Kang, 2017; Pan et al., 2019).”
Gomez, M. G. A., & Echague, E. T. (2026) · IGI Global eBooks · doi:10.4018/979-8-3373-6846-7.ch002 · Cited by 2
Effects of task complexity and pre-training on problem solving: A cognitive load perspective
Zeitlhofer, I., Zumbach, J., & Schwartz, N. (2026) · European Journal of Psychology of Education · doi:10.1007/s10212-026-01176-0 · Cited by 1
“Supporting this, Nakata and Suzuki (2019) and Pan et al. (2019) demonstrated that tasks requiring greater mental effort can enhance schema construction in working memory, thereby improving performance.”
The Effects of Task Repetition Schedules on L2 Fluency Enhancement
Zhang, M., Yi, N., & Zhou, D. (2023) · Languages · doi:10.3390/languages8040252 · Cited by 9
Doley, S. K., & Kakoti, S. (2023) · The Journal of AsiaTEFL · doi:10.18823/asiatefl.2023.20.4.2.773 · Cited by 1
Spacing effects in learning and memory
Carpenter, S. K., & Pan, S. C. (2024) · Elsevier eBooks · doi:10.1016/b978-0-443-15754-7.00020-1 · Cited by 4
Self-citationDifferences in the effects of Task Repetition Techniques on the fluency development of ESL learners
Kakoti, S., & Doley, S. K. (2023) · Studies in English Language and Education · doi:10.24815/siele.v10i3.29751
“Most of the findings in the present study were in agreement with some studies in the past (e.g., Brunmair & Richter, 2019; Carpenter & Mueller, 2013; Dunlosky et al., 2013; Pan et al., 2019; Schneider et al., 1998, 2002).”
BackgroundResultInfluentialEffects of blocked versus interleaved presentation on children’s vocabulary learning: A pilot studyPreprint
Ning, N. T. L., Bishop, D., & Parker, A. J. (2020) · PsyArXiv (OSF Preprints) · doi:10.31234/osf.io/fm3rh · Cited by 1
“Across four experiments, Pan et al. (2019) trained English-speaking participants on two Spanish grammar rules under blocked or interleaved presentation.”
BackgroundPrior Learning and the Efficacy of Retrieval PracticePreprint
Gupta, M. W., Pan, S. C., & Rickard, T. C. (2021) · doi:10.31234/osf.io/eqn29
Self-citationPan, S. C., Sana, F., Samani, J., Cooke, J., & Kim, J. (2020) · doi:10.31234/osf.io/eqmhu
Self-citationPan, S. C., Lovelett, J. T., Phun, V., & Rickard, T. C. (2019) · doi:10.31234/osf.io/2rph5
Self-citationRungwichitsin, N., & Chinokul, S. (2022) · Kasetsart Journal of Social Sciences · doi:10.34044/j.kjss.2022.43.2.13
Semantic relatedness and the efficacy of retrieval practice
Gupta, M. W., Pan, S. C., & Rickard, T. C. (2026) · npj Science of Learning · doi:10.1038/s41539-026-00416-8
Self-citationGIFTS: Learning Theory Workshop Led to First-Year Classroom Innovations
Kecskemety, K., Grier, B. J., Morin, B., & Kramer, A. (2024) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--43801
Blocking and Interleaving Effects on English Speaking Proficiency of Adult ESL Learners
Doley, S. K., & Kakoti, S. (2024) · The Journal of AsiaTEFL · doi:10.18823/asiatefl.2024.21.2.3.307
The effects of interleaving and rest on L2 vocabulary learning
Libersky, E., Sobus, S., Slawny, C. M., & Kaushanskaya, M. (2025) · Second language Research · doi:10.1177/02676583251338768
“This aligns with prior evidence for an interleaving benefit in the second language literature (e.g. Finkbeiner and Nicol, 2003; Nakata and Suzuki, 2019; Pan et al., 2019; Suzuki et al., 2022) and the learning literature more broadly (Brunmair and Richter, 2019).”
Zheng, G., Nakata, T., Clenton, J., & Boutorwick, T. (2026) · Studies in Second Language Learning and Teaching · doi:10.14746/ssllt.49487
Donenfeld, J., Káldy, Z., & Blaser, E. (2026) · Psychonomic Bulletin & Review · doi:10.3758/s13423-026-02944-1
“Work in educational psychology has demonstrated the effect of interleaving on medical (Tung & Matalon, 2023) and foreign language stimuli (Pan et al., 2019; Schweppe et al., 2025), chemical compounds (Eglington & Kang, 2017), and other science and math materials (Foster et al., 2019; Rohrer et al.,…”
Xiong, Y., & Wu, S. (2026) · Modern Language Journal · doi:10.1111/modl.70082
Metadata
- Authors
- Pan, S. C., Tajran, J., Lovelett, J., Osuna, J., & Rickard, T. C.
- Venue
- Journal of Educational Psychology
- Published
- 2019-10
- Volume
- 111
- Issue
- 7
- Pages
- 1172-1188
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2913417413
- Cited by
- 47
- References
- 0
- Citations by year
- 2026: 6 · 2025: 4 · 2024: 7 · 2023: 7 · 2022: 6 · 2021: 6 · 2020: 7 · 2019: 4
- FWCI
- 27.19
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Journal of Educational Psychology (publishedVersion, other-oa)
- National University of Singapore (submittedVersion)
- Funders
- American Psychological Association
- National Science Foundation
- Sponsor name not included
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Keywords
- interleaving, foreign language learning, Spanish verb conjugation, training schedule, second language acquisition
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