Volume 30, Issue 1
  • ISSN 0213-2028
  • E-ISSN: 2254-6774
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This article addresses the testing effect, which refers to the increase in learning that results from taking tests ( Halamish & Bjork, 2011 ; Karpicke & Roediger, 2008 ; Roediger, Agarwal, McDaniel, & McDermott, 2011 ). The aim was to find out, with a Pretest/Posttest design, whether quizzes can be an effective tool for learning in an EFL environment due to the repeated testing. There are numerous publications dealing with the use of quizzes with concepts from different disciplines ( Bälter, Enström, & Klingenberg, 2013 ; McDaniel, Wildman, & Anderson, 2012 ); however, this research takes it a step further because it is the first time that the effect of quizzes has been experimentally verified with English modal expressions and verbs. The outcome of this research benefits foreign language teachers and supports the long-term learning with quizzes in a foreign language.


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