The impact of chronotype on second language vocabulary acquisition: Insights into timing and learning efficiency

DOI: https://doi.org/10.35765/mjse.2026.1529.21
Keywords: chronotype, circadian rhythm, second language vocabulary acquisition, individual learner differences

Abstract

Research objectives (aims) and problem(s): This study examines the connection between second language vocabulary learning and chronotype (morningness–eveningness preference). Academia has paid little attention to how biological rhythms affect vocabulary learning effectiveness, despite the fact that individual variances are widely acknowledged as having an impact on language acquisition. As a result, this study seeks to examine whether learners’ chronotype influences vocabulary acquisition outcomes and whether performance varied depending on the time of day.

Research methods: The study employed a sample of 102 people with a quantitative research approach. The Morningness-Eveningness Questionnaire was adopted to determine the learners’ chronotypes, classifying them as either morning types (“larks”) or evening types (“owls”). Both morning and afternoon sessions were used to gauge vocabulary acquisition performance. Data were analyzed using inferential statistics, including independent samples t-tests to compare vocabulary learning abilities between individuals with different chronotypes and the paired samples t-test to compare the means of each group in the morning and afternoon.

Process of argumentation: The study is based on the premise that people’s circadian preferences can affect their cognitive function. The investigation evaluates whether alignment between learners’ biological rhythms and instructional schedules improves vocabulary acquisition by comparing vocabulary learning results across chronotype groups and various times of day.

Research findings and their impact on the development of educational sciences: Based on chronotype, the results show statistically significant differences in vocabulary learning outcomes, with larks generally outperforming owls. While evening-type learners scored higher later in the day, morning-type learners performed noticeably better during morning sessions. Effect size analyses found medium to large effects, indicating the substantive importance of chronotype in second language vocabulary learning. These results contribute to educational sciences by emphasizing the role of chronobiological elements in shaping learning efficacy.

Conclusions and/or recommendations: In second language contexts, chronotype has a considerable impact on vocabulary learning performance. Aligning teaching times with students’ biological rhythms may improve vocabulary acquisition and overall learning outcomes, so it is advised that language instructors and educational planners take learners’ circadian preferences seriously when planning learning schedules and instructional activities. While SLA research emphasizes WHAT and HOW to teach, WHEN to teach is neglected, a matter this research tries to bring forth. The WHEN-TO-TEACH should be learner-centered; therefore, it transforms into WHEN-TO-LEARN. Learning is bound to WHEN it occurs, as each learner is open to learning in a specific biological time.

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Published
2026-06-30
How to Cite
Kasmi, M. (2026). The impact of chronotype on second language vocabulary acquisition: Insights into timing and learning efficiency. Multidisciplinary Journal of School Education, 15(1 (29), 371-389. https://doi.org/10.35765/mjse.2026.1529.21
Issue
Vol. 15 No. 1 (29) (2026): Stress and Success Among Teachers
Section
Miscellaneous Articles

Copyright (c) 2026 Morad Kasmi

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