Forgetting to remember – 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 – 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—take 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 Anki. 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'.

Learn a new language with Mondly by Pearson 

More blogs from Pearson

  • A woman reading a book relaxing
    What does it mean to be fluent in English?
    By Mike Mayor
    Reading time: 3 minutes

    What do we mean by English fluency, and how can understanding competencies across the four skills provide a more realistic picture of communicative English ability?

    What is fluency?

    As someone who worked in dictionaries, the meaning of words has always interested me – and fluency is a particular case in point.

    Language learners often set themselves the goal of becoming fluent in a language. Job adverts often specify “fluent in English or Spanish” as a requirement. But what does being 'fluent' in a language actually mean? If we look in the Longman Dictionary of Contemporary English, we see that fluent means “able to speak a language very well”. Fluent speech or writing is described as “smooth and confident, with no mistakes”. In general, fluency is most often associated with spoken language – but is that the goal of all language learners? And what does being able to speak fluently show about the other language skills?

    Describing English proficiency

    Before entering the world of dictionaries, I taught English as a foreign language in France. At that time, the Common European Framework of Reference for Languages (CEFR) had not yet been published and learners were described in very general terms – beginner, intermediate, advanced – with no agreed standards on what learners at each level were expected to know. As well as establishing standards, the CEFR also shifted the focus of language assessment from knowledge of grammar and vocabulary to functional competence, i.e. what can a student actually do with the language they’re learning across the four skills:

    • listening
    • reading
    • speaking
    • writing

    Interestingly, while calling out specific objectives for each skill, almost two-thirds of the information in the CEFR describes spoken language. This seems to imply that spoken fluency is indeed the most important goal for all language learners.

    Mapping out a personalized path to proficiency

    As a global publisher, Pearson English recognizes that all learners are different – in their backgrounds, learning environments and learning goals. This is why we have undertaken new research to extend the set of learning objectives contained in the CEFR to account for learners who need detailed information about their level in all four skills, not just in one (typically, that of speaking).

    No learner will be equally proficient in all four language skills – in the same way that no native speaker is equally proficient in all skills in their first language. Some of us are better at writing than speaking, and many are illiterate in their first language. A true measure of language proficiency needs to take all skills into account. Equally, not every learner of English will need to be 'fluent' in spoken communication.

    Many researchers need to read papers in English and attend conferences in English – but will only ever present and write in their first language. Is 'fluency' a good way to describe their goal? And if it isn’t, does that somehow diminish their language achievements?

    By acknowledging proficiency in individual skills – rather than catch-all terms such as 'fluent' – we gain a clearer understanding of goals and outcomes, and with this knowledge, we are in a better position to tailor learning to the individual.

    If you're looking to improve your own fluency (in any language) make sure to check out our language learning app Mondly.

  • A group of students walking down a hallway smiling
    How to keep language students motivated during long terms
    By Charlotte Guest
    Reading time: 4 minutes

    Keeping students motivated can be difficult at any time of the academic year. Around the world, school calendars and term lengths vary, but most educators will recognize the challenge of teaching through a long stretch of lessons. The energy of a new class or course may fade, routines can start to feel repetitive, and students may feel tired or less connected to their learning goals.

    For language teachers, this can be especially challenging. Learning a language takes time, and progress is not always easy for students to see. So, how can you keep language students motivated when a course or teaching period starts to lose momentum?

  • A woman sat on a tablet smiling outside
    6 ways to use AI to support your language learning
    By Charlotte Guest
    Reading time: 3 minutes

    AI is becoming a bigger part of our lives, including education and language learning. AI tools can give you more ways to practice a language. For example, you can use them to practice conversations or get feedback on your writing.

    But it is important to use AI in the right way. AI can be a useful extra tool for language learning. It can support your learning outside the classroom, but it cannot replace teachers, lessons or real-life communication with other people.

    Here are some simple ways to use AI to support your language learning.

    1. Practice conversations

    It is not always easy to find someone to practice speaking with. AI can give you another way to practice when you are studying by yourself. You can ask AI to have a conversation with you. For example, it could act as a shop assistant, a hotel receptionist or a new colleague.

    Try asking: “Have a simple conversation with me in Spanish about ordering food. Correct my mistakes after each answer.”

    Make sure you do the speaking yourself. Don't only read the AI's answers. Say your answers out loud and try to think in the language you are learning. This can be a useful way to get extra practice between lessons.

    2. Ask for hints

    When you are learning, it can be tempting to ask AI for the answer straight away. But you can learn more if you try to find the answer yourself first. Instead of asking for the answer, ask AI to give you a hint.

    For example: “Don't give me the answer. Give me a hint.”

    You could also ask: “Help me find and correct my mistake, but don't tell me the correct answer.”

    This gives you support while still letting you do the important thinking and learning.

    3. Get help with your writing

    AI can help you look at a short piece of writing in the language you are learning. You could use it to check an email, message or short paragraph. But try not to ask AI to rewrite everything for you. If it does all the work, you may not understand your mistakes.

    Instead, try asking: “Find three mistakes in my writing and explain why they are wrong. Don't rewrite the whole text.”

    Then, try to correct the mistakes yourself. You can also ask your teacher for feedback. Teachers can help you understand your mistakes and tell you what you need to practice next.

    4. Practice with topics you enjoy

    Language learning can feel more interesting when you practice with topics you like. You can ask AI to create simple activities about your hobbies or interests. This could be your favorite music, films, sport, food or travel.

    For example: “Create a B1-level German vocabulary quiz about football.”

    This can give you extra ways to practice words and language that interest you. You could even take some of the new vocabulary you learn and use it in your next lesson or in a conversation with someone else.

    5. Check the information AI gives you

    AI can make mistakes. Sometimes it may give you information that sounds correct but is actually wrong. It may also suggest words or sentences that are correct but do not sound natural. So, don't believe everything AI tells you without checking it.

    You can check information in a trusted dictionary, your course materials or another reliable language learning resource. You can also ask your teacher when you are not sure. Learning how to check information is an important skill, whether you are using AI or another source online.

    6. Keep learning with teachers and other people

    AI can give you more chances to practice, but it is only one tool. Teachers can explain difficult language, answer your questions and give you feedback that is right for your needs. Learning with other students can also help you share ideas and build confidence.

    Speaking with real people is important too. Real conversations can be different every time, and they help you learn how to listen and respond naturally. Use AI as one part of your language learning. Keep learning with teachers, classmates and other people too.

    Use AI to support your learning

    AI can give you new ways to practice a language, especially when you want to do some extra learning outside your lessons. You can use it to practice conversations, get hints, check your writing and explore topics you enjoy.

    But remember: AI is there to support your learning, not to replace your teacher or real-life communication.

    The most important part of language learning is still you. Keep listening, speaking, reading, writing, making mistakes and practising with other people. AI can be one useful tool to help you along the way.