Audio input enhancement produces a significant short-term advantage over conventional instruction in EFL learners' knowledge of English intensifiers¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? After two months of instruction, the audio input enhancement group significantly outperformed the control group on the immediate post-test of English intensifiers. → Negari 2018

Evidence¶

Negari 2018¶

Negari, G. M., Azizi, A., & Arani, D. K. (2018). Investigating the Effectiveness of Audio Input Enhancement on EFL Learners’ Retention of Intensifiers. International Journal of Instruction, 11(1), 123-138. https://doi.org/10.12973/iji.2018.1119a

q3 · i? · causal · r1

Pretest-posttest control group quasi-experiment with 43 male sophomore students (experimental n=23, control n=20) taught intensifiers over two months. The independent samples t-test showed a significant post-test difference, "t (41) = 2.32, p < .05"; the article reports the effect size as medium per Cohen (1988).

"Based on the given information in Tables 3 and 4, there is a significant difference in the performance of the experimental group (M=9.57, SD= 2.59) and the control group (M=7.85, SD= 2.18) regarding their post –test on English intensifiers, t (41) = 2.32, p < .05."

Discussion¶

Related Claims¶

• The short-term effect of audio input enhancement on intensifier knowledge is not stable over a three-week delay — related
• The experimental and control groups were equivalent on intensifier knowledge before treatment — related
• Multimedia glosses improve EFL students' vocabulary retention two weeks after treatment relative to no glosses — related
• Input Enhancement strategy improved the vocabulary knowledge of Iranian EFL learners over a three-month treatment — related