An Investigation into the Long-Term Retention of English Vocabulary in an Immersive Online Scenario
Main Article Content
Abstract
Online foreign language teaching has become a normalized instructional approach. Immersive online situational teaching constructs a complete language application environment via multimedia, virtual scenarios and interactive tasks, transforming the vocabulary learning logic of isolated memorization. This study takes Grade 8 junior high school students as research subjects. An experimental class adopts immersive online situational vocabulary teaching, while a control class follows conventional online vocabulary recitation. A 12-week teaching experiment is carried out. Data are collected through immediate tests, delayed long-term vocabulary assessments administered 1 week, 4 weeks and 8 weeks later, learning motivation questionnaires and classroom behavior recording forms. Independent sample ttests and analysis of variance are applied to compare differences between the two groups in vocabulary retention scores, forgetting rates and subjective learning experiences. Experimental data indicate that the experimental class achieves significantly higher average scores in long-term vocabulary tests across all time intervals, exhibits milder vocabulary forgetting and stronger intrinsic learning motivation. The research verifies that the immersive online situational mode can significantly improve the long-term retention of English vocabulary and slow memory decay. Combined with teaching data, this paper summarizes three practical drawbacks of the mode, namely mismatched equipment, slow renewal of situational materials and difficult online interaction management. Optimization approaches including layered situational design, lightweight online interactive tools and home-school collaborative supervision are proposed, providing implementable references for long-term online English vocabulary instruction.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
J. A. Machusky and K. G. Herbert-Berger, “Understanding online learning infrastructure in U.S. K-12 schools: A review of challenges and emerging trends,” Int. J. Educ. Res., vol. 114, p. 101993, 2022, doi: 10.1016/j.ijer.2022.101993.
S. Timotheou et al., “Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review,” Educ. Inf. Technol., vol. 28, no. 6, pp. 6695–6726, 2023, doi: 10.1007/s10639-022-11431-8.
Y. Zeng et al., “Vocabulary Instruction for English Learners: A Systematic Review Connecting Theories, Research, and Practices,” vol. 15, no. 3, p. 262, 2025, doi: 10.3390/educsci15030262.
Z. Zarrati et al., “Learning academic vocabulary with digital flashcards: Comparing the outcomes from computers and smartphones,” Soc. Sci. Humanit. Open, vol. 9, p. 100900, 2024, doi: 10.1016/j.ssaho.2024.100900.
R. Xia, “Exploring English Vocabulary Memorization Strategies of Chinese College Students: Taking BaiCiZhan, MaiMemo, Scallop, and No Memorize Word App as Examples,” pp. 48–55, 2023, doi: 10.2991/978-2-38476-126-5_7.
S. Sridhar, A. Khamaj, and M. K. Asthana, “Cognitive neuroscience perspective on memory: overview and summary,” Front. Hum. Neurosci., vol. 17, p. 1217093, 2023, doi: 10.3389/fnhum.2023.1217093.
A. Dengel, “Immersive Learning, Immersive Education, and Immersive Teaching- a Note on Terminology, Correlates, and Classroom Integration,” in Augmented and Virtual Reality in Mathematics Education: International Symposium on Augmented and Virtual Reality 2022, F. Dilling and I. Witzke, Eds. Wiesbaden, Germany: Springer Fachmedien Wiesbaden, 2024, pp. 1–9, doi: 10.1007/978-3-658-45271-1_1.
S. Mhlongo et al., “Challenges, opportunities, and prospects of adopting and using smart digital technologies in learning environments: An iterative review,” Heliyon, vol. 9, no. 6, p. e16348, 2023, doi: 10.1016/j.heliyon.20 23.e16348.
A. Djibran et al., “Transforming Education in The Digital Age: How Technology Affects Teaching and Learning Methods,” J. Pedagogi, vol. 1, pp. 141–155, 2024, doi: 10.62872/ksq9jc13.
H. Zhang and Y. Shi, “Evolution of English language education policies in the Chinese mainland in the 21st century: A corpus-based analysis of official language policy documents,” Linguist. Educ., vol. 76, p. 101190, 2023, doi: 10.1016/j.linged.2023.101190.
S. Lyu, “Unit-based integrated teaching under the perspective of the new English curriculum standards,” J. Infrastruct. Policy Dev., vol. 9, p. 10590, 2025, doi: 10.24294/jipd10590.
R. M. Hein, C. Wienrich, and M. E. Latoschik, “A systematic review of foreign language learning with immersive technologies (2001-2020),” AIMS Electron. Electr. Eng., vol. 5, no. 2, pp. 117–145, 2021, doi: 10.3934/electreng.2021007.
S. Ruiz et al., “The role of memory and instruction in the acquisition of vocabulary and grammar: An aptitude–treatment interaction study,” J. Mem. Lang., vol. 144, p. 104660, 2025, doi: 10.1016/j.jml.2025.104660.
K. Brunnström et al., “Latency impact on Quality of Experience in a virtual reality simulator for remote control of machines,” Signal Process.: Image Commun., vol. 89, p. 116005, 2020, doi: 10.1016/j.image.2020.116005.
A. Becher, J. Angerer, and T. Grauschopf, “Negative effects of network latencies in immersive collaborative virtual environments,” Virtual Real., vol. 24, no. 3, pp. 369–383, 2020, doi: 10.1007/s10055-019-00395-9.