Repeated Retrieval and Productive Lexical Development: The Effects of Retrieval Frequency among Iranian EFL Learners

Abstract

The development of productive lexical competence requires learners to retrieve and use previously encountered vocabulary, yet the role of repeated retrieval frequency in this process remains insufficiently understood. This study investigated the effect of repeated retrieval opportunities on productive lexical competence among Iranian EFL learners. A quasi-experimental pretest–posttest design was employed with 384 intermediate-level EFL learners. Participants completed repeated productive vocabulary retrieval activities at different retrieval-frequency levels, and productive lexical knowledge was assessed using the Productive Vocabulary Levels Test (PVLT). Data were analyzed using repeated-measures analysis of variance and pairwise comparisons of estimated marginal means. The results revealed a significant effect of retrieval frequency on productive lexical performance. Pairwise comparisons showed significant differences between all retrieval-frequency levels except the 6- and 8-retrieval conditions, with higher retrieval frequencies generally associated with better productive vocabulary performance. However, the difference between the third and fourth retrievals was not statistically significant. The findings suggest that repeated retrieval can contribute substantially to the development of productive lexical competence, although the benefits of additional retrieval opportunities may not increase uniformly at every stage. These results highlight the importance of incorporating repeated productive retrieval into vocabulary instruction while suggesting that the optimal frequency of retrieval may depend on the point at which additional practice produces meaningful gains.