Claims

Both subtitle and no-subtitle groups improved significantly on the VKS from pre-test to post-test after watching cartoons

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? One-sample t-tests showed significant improvement from pre-test to post-test in each group, significant at the .01 level (Group A mean gain .34127; Group B .11111). → Ali Karakaş and Arif Sariçoban 2011

Evidence

Ali Karakaş and Arif Sariçoban 2011

Ali Karakaş and Arif Sariçoban. (2011). The Impact of Watching Subtitled Animated Cartoons on Incidental Vocabulary Learning of ELT Students. Teaching English with Technology, 12(4), 3-15. https://eric.ed.gov/?id=EJ1144953

q3 · i? · causal · r2

One-sample t-tests on each group's pre-to-post VKS gains (Group A t=11.391, df=20, mean difference .34127; Group B t=10.985, df=20, mean difference .11111); "the progress made in each group was significant at a .01 level". Post-test means rose from 2.47 to 2.81 (Group A) and 2.42 to 2.53 (Group B).

"As Table 3 illus trates, the progress made in each group was significant at a .01 level."

Discussion

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