Iranian intermediate EFL learners who learned adjectives through authentic tasks outperformed learners who studied dictionary extracts on a vocabulary post-test¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group reading authentic zodiac-sign texts scored significantly higher on the adjective post-test than the control group reading dictionary extracts (p = .003). → Rastegaran 2016

Evidence¶

Rastegaran 2016¶

Shadi Rastegaran. (2016). The Effect of Using Authentic Task on Teaching Adjectives. Advances in Language and Literary Studies 7(2), 18-24. https://doi.org/10.7575/aiac.alls.v.7n.2p.18

q2 · i? · causal · r1

Pre-test post-test intact-groups comparison of 62 Iranian intermediate EFL learners: group E (32 learners) read authentic texts about zodiac signs for 12 sessions while group C (30 learners) read dictionary extracts. The independent-samples t-test on post-test scores gave t = 3.131 (p = .003, mean difference 5.078); "the experimental group outperformed the control group".

"Furthermore the t -value observed which 3.131is is more than the t -value crit ical at the 0.05 level of significance (1.67). Therefore, we can safely claim that the experimental group outperformed the control group."

Discussion¶

Related Claims¶

• PBL-taught Iranian EFL learners achieved significantly higher vocabulary recall (total post-test) than conventionally taught learners — related
• Authentic problem-based vocabulary tasks improve immediate vocabulary recall of intermediate Iranian EFL learners compared with conventional input-based tasks — related
• Intermediate EFL learners taught vocabulary through online Wikipedia texts outperformed learners taught with printed Wikipedia handouts on a researcher-made vocabulary posttest — related