The investigation of summer learning loss among university preparatory students

Learning occurs when knowledge or behavior is constantly repeated and reinforced—just like in the learning processes of other information, learning a language is a process that requires constant repetition and practice. Just as it is inevitable that all unused information is forgotten, language is also forgotten when it is not used. Therefore, the frequency of repetitions and reinforcers, that is, time, is fundamental in language learning. In other words, the prolongation of the time interval leads to learning loss. Although there are many reasons for prolonging the time interval that causes learning loss, the longest break in a regular education process occurs during the summer vacation. In many countries of the world, university students have a summer break of about three months and take a long break from learning. Although studies since the 60s have shown that students experience significant learning losses after summer vacation, the studies have been carried out in the last ten years have revealed some changes regarding summer vacation learning loss, considering the changing world and education systems. In the light of this information, this study was conducted to examine whether university students forgot the language skills they learned during the year after the summer vacation. The study was carried out with the students of the English preparatory school at Antalya Bilim University at the end of the 2018-2019 Spring term and at the beginning of the 2019 -2020 Fall term. Data were collected by means of applying a general English proficiency test consisting of 35 questions on grammar, vocabulary, and reading skills to a total of 95 students from three different language proficiency levels (intermediate, upper-intermediate and advanced) as a pre-test before and as post-test after the summer vacation, and a dichotomous questionnaire consisting of 10 questions asking students about how they had spent their summer holiday was also administered to 95 students. Pre-post test and questionnaire results were analyzed by means of T-test comparisons, and One way ANOVA test. The analyzes show that the students do not experience a general learning loss after the summer vacation; however, they experienced a slight loss in the reading section. Although it is not statistically significant, the students' total scores who gained some knowledge in the vocabulary and grammar sections prevented the average from falling. As a result, there was a loss in reading skills in university preparatory class students in the study after the summer vacation.