Forgetting to remember ¨C What active recall is all about

Heath Pulliam
A group of students sat together in a library around a laptop smiling
Reading time: 5 minutes

Heath Pulliam is an independent education writer with a focus on the language learning space. He¡¯s taught English in South Korea and various subjects in the United States to a variety of ages. He¡¯s also a language learning enthusiast and studies Spanish in his free time.

Almost everyone has studied for a test at some point in their life. Have you ever studied a lot for a test and still not received a great grade? Probably so. This is because not all study methods are created equal. Just because you¡¯ve ¡®studied¡¯ doesn¡¯t necessarily mean that the material has stuck in your brain.

Some common study methods don¡¯t do as much as you might think. One technique, however, stands out for its efficiency and effectiveness. It¡¯s called active recall, and it¡¯s regarded by many as the best way to study.

What is active recall?

In short, active recall is the process of pulling information from your brain without prompts. The idea is that when you force yourself to remember something, you memorize it much faster than you would by only reading material or passively studying.

When you¡¯re taking a test and you¡¯re not sure about an answer, you search your brain for the answer; that¡¯s active recall. The action of trying to remember is what essentially crystallizes the information in your head for the long term. Multiple study methods use active recall or the action of searching your brain for an answer.

Active recall forces you to pull information from your mind. It¡¯s not just for doing well on tests but also for long-term retention.

Active recall is praised for its effectiveness, but it is also mentally taxing. Attempting to recall things that are not in the front of your mind is tiring, which is part of why some opt out of using it.

Dr. Cal Newport, author of Deep Work, says:

¡°It¡¯s almost like you have a pseudo-photographic memory when you study this way.¡±

Passive and active study

Most people are taught to study, but less about how to study. People end up using passive study techniques, like rereading material or rewatching lectures. Although not particularly effective, studies show that reading and rereading notes remains university students¡¯ most common study method. (Dunlosky, 2013).

These methods might feel like effective studying but aren¡¯t really helping much. Yes, passive study methods such as reading, highlighting, or watching can help, but can also give you a false sense of understanding.

With these methods, when the time comes to retrieve the information, you struggle to recall it because it is not in your long-term memory.

The first step to becoming excellent at studying is understanding how important active study methods are, such as flashcards, practice testing, or practice teaching ¨C all methods that use active recall.

Spaced repetition

If you¡¯re researching study methods, you¡¯ve probably encountered the term spaced repetition. This technique can be incorporated into active recall study methods, primarily flashcards.

Spaced repetition involves reviewing information at increasingly longer intervals in order to improve long-term memory. You are using this technique when you learn something, so review it a day later, then a week later and then a month later. It helps fight your brain¡¯s natural process of forgetting things.

Combining spaced repetition with active recall is always a recipe for successful study.

So, what methods can you use to employ active recall in your study sessions?

Summarize what you know

The simplest way to practice active recall is to try to remember the material actively. To do this, read or reread some material, then take some time away¡ªtake a walk, snack break, or whatever you like to do to take a break.

During this break, try to replicate in your mind as much about the topic from scratch as if you had to teach about it. Don¡¯t be discouraged if you have trouble remembering; part of the learning process is forgetting material and then remembering it.

When using this for language acquisition, make up relevant sentences and translate them into your target language. What type of vocabulary were you learning? What grammatical structures were new to you?

Take a mental note of which elements you were able to remember and which ones gave you trouble.

When finished, go back to the material and review. Were you able to remember things? Whether you could or not, you¡¯ve helped yourself. Your attempt to remember is you practicing active recall.

When you do successfully remember something, you¡¯ll realize that it is locked in your long-term memory. This method is as simple as it is productive.

Teach a friend

Similar to mental summarizing, after studying, find a friend and do your best to explain the topic to them. Language learning could involve explaining how a new grammar pattern works in your target language or taking sentences and phrases and translating them to a friend.

As a teacher, your best lessons are the ones where you know the material inside and out. If you can effectively explain and teach someone about your target language, you are that much closer to mastering the information yourself.

Flashcards

Flashcards, especially when combined with spaced repetition, are the king of study methods for language acquisition.

Between all that they can be used for, they are especially good for language learning, no matter what part of the language you¡¯re studying. This is one of the best ways to learn sentence structure that does not mirror your native tongue, conjugations for speedy use and general vocabulary.

I have found that using a spaced repetition-based flashcard program is the best way to study a language. This way, you don¡¯t have to schedule a bunch of paper flashcards manually.

Among the most popular programs for language learners is Anki. Anki is a spaced repetition flashcard program. With it, you create your cards and the program schedules them at increasingly longer intervals. It is also used widely among students studying for large tests, like medical and law exams.

To make the best flashcards, make them yourself. Downloading a big set of flashcards for your target language is tempting but not particularly helpful. Instead, after each study session, make a few flashcards yourself covering the new vocabulary/grammar you¡¯ve just learned about.

One more thing: do not use multiple-choice answers for your cards. Active recall happens when you produce information without prompts or assistance.

Personally, I use flashcards every day to learn Spanish through . This program has a learning curve, but the payoff makes it worth it.

Test yourself

The goal of studying for a test is to be able to answer questions about a topic or, even better, know the material for real-world application. As stated earlier, active recall happens during testing, so why not use this form of active recall before testing?

Use your materials to make a mock exam in this method, then take it. Through actively remembering to answer each question, the ones you get right will stick in your brain. Review the questions that you couldn¡¯t remember and retake the test focusing on them.

While not particularly complicated, these tips and methods¡¯ effectiveness comes from their use of active recall. As you forget information and pull it from the depths of your memory, you solidify it for yourself.

Forgetting plays an important role in learning something for long-term memory.

Now, get to studying; how are you going to use the power of active recall in your routine?

References

Dunlosky, J. "Improving Students¡¯ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology." Association for Psychological Science, 2013, 1-6

Read our posts 'things you should try to avoid when learning English' and 'Language learning techniques for beginners'.

More blogs from ÃÛÌÒapp

  • A teacher stood at a students desk helping them

    How the GSE can help teachers personalize activities

    By

    Reading time: 4.5 minutes

    Teaching is an art form that thrives on adaptation and personalization. When dealing with language instruction, ensuring that each student is engaged and effectively learning is of paramount importance. In my experience as a teacher, I have learned that we should always teach our students rather than the coursebook or the syllabus. I think most teachers would agree with this.

    However, it may be challenging to adapt activities to cater to our learners¡¯ needs. What does personalizing an activity mean? How can we make it more accessible to our English learners? One would think that making the answers more obvious can be the way to go. Yet, this does not really help students learn and make progress. That's where the Global Scale of English (GSE) comes in as a valuable tool for personalizing teaching activities.

    The essence of personalized learning

    Personalizing an activity in language teaching does not simply mean making the responses more obvious. Instead, it's about tailoring the exercise to elevate the student's learning experience and potential for progress. This demands an insightful approach during the preparation phase of any given lesson.

    Utilizing the GSE in language teaching

    Let¡¯s analyze this listening activity at A2 level for a group of adults:

    Audio script example:

    Emma: Are you working on the Media project?

    Vic: Yes. I may start working on a new project in a couple of weeks, but for now I¡¯m writing the objectives for Media. Why?

    Emma: Well, Adam wants to see the photos for the project. He needs them for the ads.

    Vic: Oh, they¡¯ll be ready next week. OK?

    Emma: Awesome! Thanks. Any plans for the weekend?

    Vic: Well, I have to work on Saturday. We¡¯re taking the Media pictures in the morning, but we¡¯re just going to have fun at the beach in the afternoon.

    Emma: Nice!

    Vic: What about you? What are you doing this weekend?

    Emma: I¡¯m going to a concert on Sunday at 3 pm.

    Vic: That sounds fun!

    Listen and write T (true) or F (false)

    1. Vic is working on a new project.

    2.? Vic is working on Saturday morning.

    3. Emma is going to a concert on Sunday evening.

    GSE Descriptors

    Upon dissecting this example by the GSE descriptors, we can identify the learning objectives that align with an A2 level:

    • Can identify simple information in a short video, provided that the visual supports this information and the delivery is slow and clear. (GSE 30)

    • Can identify basic factual information in short, simple dialogues or narratives on familiar everyday topics, if spoken slowly and clearly. (GSE 32)

    • Can understand the main information in short, simple dialogues about familiar activities, if spoken slowly and clearly.?(GSE 33)

    • Can identify key information (e.g., places, times) from short audio recordings if spoken slowly and clearly. (GSE 33)

    We know that learners should be given a global task first for overall listening, which is also one of the communicative objectives in the Global Scale of English:

  • a group of friends smiling and looking at the one who is writing in a notepad

    Tips to help achieve your language learning resolutions

    By ÃÛÌÒapp Languages

    Reading time: 4 minutes

    Welcome to the beginning of a new year, filled with countless possibilities and exciting opportunities for learning a new language. If you're like most people, you probably have some language learning resolutions and goals you'd like to achieve this year.

    While setting these goals is easy, sticking to them can appear daunting. But don't worry, we¡¯re here to help you not only set those goals but also achieve them like a pro. Below are some useful tips to help turn your language aspirations into reality this year and to keep you motivated towards your goals.

  • A business woman looking and pointing at a wall full of post it notes

    The art of goal setting

    By

    Reading time: 4 minutes

    Dr. Ken Beatty defines goals and explains why we should think of them as doors to open rather than fixed targets.

    Goals as doors

    My eldest son, Nathan, failed to achieve the biggest goal of his life: becoming a garbage truck driver. It's hardly surprising - he was only four years old at the time. His ambition likely dissolved once he realized that garbage trucks sometimes smell bad. Before then, he'd mostly observed them from the safety of our apartment window.

    As is the case with most people, his goals have changed. Completing his degree in international economics, hoping to work in technology startups until he forms one himself. Or maybe not. Goals evolve.

    Researchers and teachers have known for decades that goals are vitally important motivations in general education and language learning. After examining 800+ studies, Hattie (2009) identified goals as among the most powerful instructional interventions for improving student success.

    The basic message is that goals are good. However, other researchers (Rowe, Mazzotti, Ingram, & Lee, 2017) suggest that teachers have trouble embedding them in lessons.

    Part of the problem might be in finding a way to visualize goals. Goals are often pictured as archery targets or soccer nets, but a more useful metaphor is a door. When we have a goal, we may not fully understand it until we enter into the goal, as if it were a room, inevitably finding choices of other doors leading off in other directions.

    Understanding where goals come from

    Before we start to set goals for our students, it's important that we have a degree of self-awareness and understand where our own attitudes and ideas come from.

    As teachers, we tend to resemble the people who inspired us most. Our own teachers, good and bad, shape our attitudes toward teaching and language-learning goals.

    Who was your favorite teacher? In my case, my all-time favorite teacher was Mr. Chiga, who, in 1970, taught me Grade 7 and was about to retire. He was a Renaissance man. Short and tough with fingers like cigars, he would occasionally lead us from the playground up two flights of stairs to our classroom¡­ walking on his hands. Yet these same hands were delicate enough for his hobby of making violins, a fact I only learned later, because, unlike me, Mr. Chiga was modest.

    Mr. Chiga loved literature and taught us Greek and Roman history with a sense of joy that has never left me. One would think that his educational goals would be a perfect foundation for my own. Perhaps. But a quick check on the timeline shows that if he was about to retire in 1970, he was probably born in 1905 and likely graduated from teachers' college around 1925.

    It's ironic that although my Ph.D. is in the area of computer-assisted language learning, my favorite teacher began his career two years before the invention of the television, and, moreover, all his teachers would have been born in the 1800s.

    It's a long story to make a short point: as teachers, we need to reflect on where our teaching and learning goals come from and question them. We also need to avoid those things that our least favorite teachers did.

    Setting goals

    Are the goals we set for our students sometimes too low? Undoubtedly.

    As a Grade 11 student, my only ambition in life was to take a two-year photo technician course. My counselor discouraged me, saying I wasn't academic enough and suggested a job at the wood mill instead. In a sense, he closed a door.

    I switched schools where another favorite teacher, Mr. Ferguson, patiently kept me after school for six weeks, teaching me how to write essays and, by extension, how to think. He dangled the motivation of a university education before me and set me on my path there. And that was a door opened.

    So what's the lesson here? More than just knowing where goals come from, we also need to be aware of the power of goal setting and how it can drastically alter a particular student's life trajectory.

    Closing doors, rather than opening them, often stunts growth and limits possibilities. It can even lead to students forming life-long assumptions about themselves that just aren't true - "I'm no good at math," "I'm not cut out for independent travel", etc. Opening doors, however, can bring our students entirely new perspectives on life.

    Expecting goals to change

    When it comes to changing goals, there are a number of factors to take into account, including forming a better sense of self. We might start off with many ambitions but we measure ourselves against the realities of our skill sets and modify our goals.

    For example, a student who experiences a lot of success in learning English is more likely to consider careers that require it. Teachers, too, are more likely to offer direction: "You write very well. Have you considered a career in journalism?"

    Today, countless jobs require a second language or provide better promotion opportunities for students who speak two or more languages. Yet, students oriented toward employment opportunities may have difficulty understanding the long-term advantages of learning a second language if specific jobs are not on their radar.

    This leads to two questions:

    • What goals should we help students set for themselves?
    • And how should teachers suggest them?

    Many goals are based on the educational standards that govern our profession. The Global Scale of English (GSE), in particular, is helpful to both textbook writers and teachers in identifying language goals and provides teachers with detailed steps to achieve them.

    But beyond such standards are those two magic ingredients that teachers share with language learners: joy and motivation.

    Teachers spread joy in learning by example, making language learning engaging and pleasurable. Teachers also motivate students by helping them identify personal goals, giving them reasons why language proficiency is not just worthwhile in general but is perhaps one key to future success.

    It might even lead to a job driving a garbage truck.