<![CDATA[Testing has recently come to be seen as an evaluative tool and an effective way to learn for long-term retention. This paper is meant to focus on some selected aspects of the literature on retrieval practice and low-stakes testing for long-term retention of meaningful learning and conceptual understanding in the field of language learning in EFL/ESL. This study is done through focused narrative literature review by looking into 42 peer-reviewed journal articles published between 2008 and 2025 which include laboratory studies, classroom studies, and conceptual papers on cognitive psychology, STEM education, and language learning. Credible research studies have shown retention is not as effective as retrieval practice learning techniques. Passive strategies, for instance rereading, have been shown not to be as effective in retention. Retrieval practice done for learning purposes has shown to be effective in retention, engagement, and formation of study habits at the level of the learner. In the field of language learning, retrieval tasks have been shown effective at the level of tasks in vocabulary learning and mapping of form-meaning even for learners with some difficulties in learning the language. Still most studies seem to be fixated on factual and lexical outcomes as result of retrieval practice. There is little empirical work to support higher level control of conceptual understanding.The understanding that the author reviews indicates that retrieval exercises enable conceptual understanding only if the retrieval tasks are purposeful in the design to encourage reasoning, explanation, and transfer, and only if the retrieval tasks are embedded within affectively supportive learning environments.]]>
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