## 3 Method
### The Test  
To evaluate the depth of processing and learning retention, the participants were tested three times on the same test: pre-learning, post-learning (the day after the end of the learning process), and a follow-up test (a month after the learning process). We utilized a learning kit of 3500 words and phrases for Hebrew learning [Alphmax--first Hebrew words] divided into units by topics. Five hundred and fifty words and phrases in Hebrew were introduced, covering four categories (basic words, shopping, leisure, and weather). The sampling of the words in each unit was conducted randomly according to the order of appearance of the words in the unit in a series of three, that is, words 1, 3, 6, 9, etc. The test we used, based on [PERSON]'s [PERSON] and Goldstein (2018) model, distinguishes between the types of knowledge (active/passive knowledge) and the depth of processing (form recall/meaning recognition). The first distinction indicates the learners' ability to produce a word in the acquired language (active knowledge) as opposed to their ability to provide its meaning when presented (passive knowledge). The second distinction indicates the depth of processing between those who remember the form of the word or its meaning and those who fail to do so but can identify the form or meaning from a set of options. Active recall--a word was presented in the mother tongue (French) and the participants were required to write the Hebrew word in Latin letters. The participants were given the first sound of the Hebrew word as a clue. Regarding the reliability of the tool, [PERSON]'s alpha = 0.97. The instruction: \"A word is displayed in French. Write the meaning of the word in Hebrew. The first letter of the Hebrew meaning is provided\". For example: Boire--L (the first letter of the Hebrew word \"Lishote\" [drink]). Passive recall--the word was presented in Hebrew, and the participants were required to translate it into their mother tongue. The first letter of the word was given as a clue. Regarding the reliability of the tool, [PERSON]'s alpha = 0.94. The instruction: \"A word is displayed in Hebrew, write the meaning of the word in French. The first letter of the meaning in French is provided\". For example: \"Lishtote\"  B (the first letter of \"Boire\" in French). Active recognition--the third level of knowledge. Recognition of a word from a set of options was presented in the mother tongue and the option of choosing the correct translation from four words. The possibilities included one correct meaning and three semantically unrelated distractors. Regarding the reliability of the tool, [PERSON]'s alpha = 0.98. The instruction: \"A word is displayed in French and four words in Hebrew. Choose the appropriate meaning of the word and circle the answer\":  
For example: \"Boire\": a. lishtote b. mechanit c. har d. begged yam. Passive recognition--The word was presented in the new language with four options in the mother tongue from which the correct meaning was to be chosen. The options included the proper meaning and three semantically unrelated distractors. Regarding the reliability of the tool, [PERSON]'s alpha = 0.98. The instruction: \"A word is displayed in Hebrew and four words in French. Choose the appropriate meaning of the word and circle the answer\":  
For example: \"Lishtote\": a. boule b. voiture c. montage d. maillot de bain. Each of the four parts of the test had 13 questions, for a total of 52 equaling 10% of the 550 words introduced. The four parts of the test were arranged according to the level of difficulty, with the first test consisting of passive recognition questions; the second part--active recognition questions; the third part--passive recall questions; and the fourth part--active recall questions, indicating the highest level of information processing. Each section of the test was presented in increments of increased difficulty: the first questions in each part contained frequently used Hebrew words followed by less frequently used words.