Predicting Long‐Term Knowledge Retention by the Number of Error‐Free Practice Sessions

ABSTRACT

This study investigates whether long‐term knowledge retention of foreign‐language grammar knowledge can be predicted by the number of error‐free retrieval practice sessions performed by secondary‐school students. Cambodian English language learners practiced producing 12 exemplars of target grammar structures for up to five sessions. Incorrect productions were met with feedback and repeated. The students were then grouped by the number of sessions they performed in which no errors were committed. Retention was tested after 14 days and again after 56 days. Results showed that one error‐free session predicted high retention after 14 days, but this retention significantly declined by the second posttest. However, students who completed three error‐free sessions exhibited stable ceiling retention across both posttests. These findings suggest that while one error‐free session may predict short‐term retention, students must be able to perform multiple error‐free sessions before they can be expected to retain their knowledge for longer periods.