This study investigated the effects of exposure frequency, depth of processing, and activity repetition types on vocabulary learning. In total, 78 South Korean fifth-grade students were divided into four conditions. Students in each condition were asked to read a passage with four of the eight target words (exposure: four times) and the other four words (exposure: once) for three days, and to perform the vocabulary activities assigned to each condition. According to the results, exposure frequency and activity repetition type had significant effects on vocabulary learning. Activity repetition type also had a significant interaction effect with exposure frequency and depth of processing. Notably, presenting a word 12 times (4x3) in reading intervals had a more positive impact on vocabulary learning than presenting it three times (1x3), particularly when different vocabulary activities were repeated. Meanwhile, when the same activity was repeated, an activity with a higher depth of processing was more effective for vocabulary learning.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. Vocabulary Exposure Frequency
    2.2. Depth of Processing in Vocabulary Learning
    2.3. Vocabulary Activity Repetition Type
3. METHODOLOGY
    3.1. Participants
    3.2. Instruments
    3.3. Measures and Data Collection
    3.4. Data Analysis
4. RESULTS
    4.1. Descriptive Statistics
    4.2. Results of the Immediate Posttest
    4.3. The Results of the Delayed Posttest
5. DISCUSSION
    5.1. The Effects of Exposure Frequency on Vocabulary Learning
    5.2. The Effects of Depth of Processing on Vocabulary Learning
    5.3. The Effects of Activity Repetition Type on Vocabulary Learning
6. CONCLUSIONS

• Ji-Won Shin(Ph.D, Department of English Education, Chung-Ang University)
• Jie Young Kim(Professor, Department of English Education, Chung-Ang University; 84 Heuksuk-ro, Dongjak-gu, Seoul 06974, Korea) Corresponding author