Empirical Feasibility of the Desirable Difficulty Framework: Toward More Systematic Research on L2 Practice for Broader Pedagogical Implications
Abstract
In the coda chapter of the special issue on second language (L2) practice and cognitive psychology, we proposed a theoretical framework for optimizing and researching L2 practice (Suzuki, Nakata, & DeKeyser, 2019). Rogers and Leow's commentary (2020) raised three potential issues regarding this framework, and the present response article aims at addressing them. First, we introduce two recent studies to illustrate the importance of expounding on learning processes during L2 practice. Second, we argue that our framework can guide researchers to systematically investigate multiple key factors toward a more comprehensive picture of L2 learning. Last, we expect that L2 practice research can potentially lead to broader pedagogical implications beyond classroom teaching (material development and technology‐mediated learning).
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Bjork's desirable difficulty framework stipulates that when practice challenges learners to bring out maximal effort, it can promote robust learning and retention.
“This view is tied to Bjork's (1994) desirable difficulty framework, which stipulates that, when practice challenges leaners to bring out maximal effort, it can promote robust learning and retention (Suzuki et al., 2019a(Suzuki et al., , 2020)).”
From MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT (2022) · cites this paper as Suzuki et al., 2020
Mindful engagement in repeated narration will likely impose desirable challenges on learners, motivating them to become better L2 users.
“Mindful engagement in repeated narration-conscious effort to use more correct linguistic forms-will likely impose”
From MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT (2022) · cites this paper as Suzuki et al., 2020
Cites
Mobile-assisted ESL/EFL vocabulary learning: a systematic review and meta-analysis
Lin, J.-J., & Lin, H. (2019) · Computer Assisted Language Learning · doi:10.1080/09588221.2018.1541359 · Cited by 262 · see citing works
Explicit Learning in the L2 Classroom
Leow, R. P. (2015) · doi:10.4324/9781315887074 · Cited by 255 · see citing works
EFFECTS OF MASSING AND SPACING ON THE LEARNING OF SEMANTICALLY RELATED AND UNRELATED WORDS
Nakata, T., & Suzuki, Y. (2019) · Studies in Second Language Acquisition · doi:10.1017/s0272263118000219 · Cited by 78 · see citing works
Self-citationKASPROWICZ, R. E., MARSDEN, E., & SEPHTON, N. (2019) · The Modern Language Journal · doi:10.1111/modl.12586 · Cited by 47 · see citing works
Bjork, R. A. (2018) · Perspectives on Psychological Science · doi:10.1177/1745691617690642 · Cited by 43 · see citing works
LI, M., & DEKEYSER, R. (2019) · The Modern Language Journal · doi:10.1111/modl.12580 · Cited by 35 · see citing works
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MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT
Suzuki, Y., & Hanzawa, K. (2022) · Studies in Second Language Acquisition · doi:10.1017/s0272263121000358 · Cited by 44 · see citing works
“Mindful engagement in repeated narration—conscious effort to use more correct linguistic forms—will likely impose “desirable” challenges on learners, motivating them to become better L2 users (Bjork, 1994; Suzuki et al., 2019a, 2020).”
BackgroundSelf-citation
- Authors
- SUZUKI, Y., NAKATA, T., & DEKEYSER, R.
- Affiliations
- Kanagawa University (JP)
- Hosei University (JP)
- University of Maryland, College Park (US)
- Corresponding author
- SUZUKI, YUICHI
- NAKATA, TATSUYA
- DEKEYSER, ROBERT
- Venue
- The Modern Language Journal
- Publisher
- Wiley
- Published
- 2020-01-23
- Volume
- 104
- Issue
- 1
- Pages
- 313-319
- ISSN
- 0026-7902 (ISSN-L)
- 1540-4781
- OpenAlex
- W3002741193
- Cited by
- 10
- References
- 6
- Citations by year
- 2025: 1 · 2024: 3 · 2022: 2 · 2021: 2 · 2020: 2
- FWCI
- 6.99
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Modern Language Journal (publishedVersion)
- Funders
- Japan Society for the Promotion of Science (19K13306, 18K12470)
- 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
- desirable difficulties, second language acquisition, cognitive psychology of language learning, learning process, materials development, technology-mediated learning, educational implications
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