The spacing effect refers to the finding that learning events are better remembered when they are presented in a spaced condition than in a massed condition. This study examined the spacing effect on memorization and oral production in Chinese learners of Japanese. Thirty-two Chinese-speaking intermediate-level learners were asked to memorize texts consisting of three related Japanese sentences. The massed and spaced conditions were used to analyze the performance of free recall and oral production tests. The results showed that no spacing effect was found in the free recall or oral production tests. Thus, the spacing effect is suggested to not occur when memorized materials with close connections are presented.