A Ceiling Effect in Traditional Classroom Foreign Language Instruction: Data from Russian

By Benjamin Rifkin. 2005

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Japanese Vocabulary Acquisition by Learners in Three Contexts. (2008, background): “However, there are some indications that massed intensive instruction may lead to better results than distributed instruction (Collins, Halter, Lightbown & Spada, 1999; B. Rifkin, 2005).”
Conceptualizing and measuring short-term changes in L2 writing complexity (2014, background): “Some authors have doubted the possibility of much progress in L2 skills over periods as short as two to four months, even with intensive study (Lennon, 1995; Politzer & McGroarty, 1985; Rifkin, 2005; Storch, 2009).”
Foreign Language Competence in Content and Language Integrated Courses (2008, background): “In fact, the finding that no linear relationship between the amount of instruction time and the amount of learning was observed in the Canadian context was probably due to the fact that the kind of learning that takes places in a formal learning context reaches a plateau or ceiling and the subsequen”
Language Attitudes in CLIL and Traditional EFL Classes (2009, background): “As for language attitudes, Wright (1999) found that female students showed significantly more positive attitudes toward French as a L2 than their male counterparts, gender being the strongest predictor of attitudes in the factors “attitudes toward speaking French”, “desire to learn about France”, an”