شیما شهبازفر

This paper explores how the application of desirable difficulties—spacing, interleaving, retrieval, and generative learning—affects long‑term retention and productive performance among Iranian learners of German as a Foreign Language (GFL). Building on a cognitive framework that distinguishes the durability of stored knowledge from its momentary accessibility, the study adopted a mixed‑methods design with A1‑level learners from Tehran. A total of twenty participants (N = 20) were randomly assigned to an experimental group (n = 10) receiving instruction based on desirable difficulties and a control group (n = 10) following massed‑practice routines. Quantitative analysis showed that the experimental group had significantly higher retention and production skills scores in the delayed post-tests, and the results were statistically significant (p < 0.01). Qualitative data derived from semi‑structured interviews with six volunteer learners from the experimental group indicated that participants associated increased cognitive challenge with deeper understanding and enhanced motivation. The results show that including challenging but beneficial activities helps make language knowledge more lasting and easier to use in different situations. This offers support for the idea of using spaced retrieval and interleaved practice in teaching foreign languages in a structured way to help learners develop strong and long-term language skills.