The Role of Learner Reflection and Error Recollection in Developing Phrasal Verb Knowledge

Abstract

This study investigates how two types of gap-fill exercises; copying and trial and error affect the acquisition of phrasal verbs among intermediate Saudi EFL learners. Going beyond traditional task-based learning approaches, the research introduces a novel integration of cognitive reflection and memory retrieval theory into the design of language exercises. Specifically, it examines whether learners' ability to recall their initial guesses during trial-and-error practice influences later performance on both receptive and productive posttests. A mixed-methods design was employed, with participants completing gap-fill tasks followed by immediate and delayed posttests in cued-recall and multiple-choice formats. The results indicate that while copying leads to higher immediate performance, trial and error exercises supported by reflective retrieval promote deeper, longer-lasting learning. Moreover, the ability to remember initial guesses significantly improved the likelihood of retrieving the correct phrasal verb later. These findings offer practical implications for curriculum design, suggesting that allowing learners to engage with errors and reflect on their responses can enhance vocabulary acquisition. The study contributes to second language acquisition research by linking memory-based frameworks with pedagogical tasks, particularly in the underexplored area of phrasal verb learning.