THE ROLE OF RETRIEVAL PRACTICE IN LONG-TERM ENGLISH VOCABULARY RETENTION

Vocabulary acquisition is an essential component of successful English language learning. However, memorizing new words does not necessarily guarantee that learners will retain and use them over an extended period. Traditional vocabulary learning strategies, such as repeated reading and passive review, may support initial recognition but do not always ensure long-term retention. This article explores the role of retrieval practice in improving long-term English vocabulary retention among English as a Foreign Language (EFL) learners. Drawing on existing literature in cognitive psychology and language education, it examines the theoretical foundations of retrieval practice, its relationship with memory, and its effectiveness in comparison with traditional learning strategies. Particular attention is given to active recall, spaced retrieval, contextualized practice, and corrective feedback. The article also discusses practical classroom techniques, including vocabulary quizzes, flashcards, matching activities, and sentence-completion exercises. The analysis suggests that incorporating regular retrieval opportunities into English language instruction can support durable vocabulary learning and help learners use newly acquired words more confidently in different communicative contexts.