Encouraging errors through gradual feedback to improve vocabulary learning

Abstract

Making errors that are related to the correct answer can aid the learning of vocabulary. Encouraging error commission may improve learning outcomes and provide insight into latent learning processes. We investigate the possibility of eliciting useful errors through the use of orthographic similarity-based feedback. We find that error commissions fully replace non-answers during a learning task and largely replace them during post-tests. Participants receiving similarity-based feedback seem to better consolidate orthographic knowledge over a one-week delay. The committed errors provide evidence for gradual learning of sublexical elements and for theories holding that specificity of representations increases during learning. Gradual feedback shows to also have motivational benefits. These findings suggest promising insights for classroom and digital vocabulary instruction.