Both strategies produced gains in vocabulary knowledge over the course of the treatment¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The article concludes that learners' vocabulary knowledge improved during the course under both treatments. → Masoudi 2017

Evidence¶

Masoudi 2017¶

Golfam Masoudi. (2017). The Effect of Vocabulary Self-Selection Strategy and Input Enhancement Strategy on the Vocabulary Knowledge of Iranian EFL Learners. English Language Teaching, 10(8). https://doi.org/10.5539/elt.v10n8p32

q2 · i? · causal · r1

Conclusion drawn from comparing pretest, seen posttest and unseen posttest scores of the two experimental groups of 40 pre-intermediate Iranian girls aged 14-16 treated from February to April 2014. The Input Enhancement group moved from 33% to 68% and 69% correct on the seen and unseen posttests.

"The statistical analysis indicated that the learners’ vocabulary knowledge had improved during the course as the result of the treatment they received."

Discussion¶

Learner Variables¶

• Reading and Language — outcome: instruction changes it
• Vocabulary — outcome: instruction changes it

Related Claims¶

• The experimental group showed a statistically significant vocabulary gain from pretest to posttest under the flash card treatment — a narrower finding that bears on this claim
• Vocabulary learning under embedded instruction declined over the course of the school year — reports the opposite
• Input Enhancement strategy improved the vocabulary knowledge of Iranian EFL learners over a three-month treatment — a narrower finding that bears on this claim
• Traditional vocabulary teaching produced no statistically significant pretest-to-posttest gain in the control group — reports the opposite
• Contextual vocabulary teaching produced statistically significant pretest-to-posttest vocabulary gains in Iranian intermediate EFL learners — a narrower finding that bears on this claim
• Embedded vocabulary lessons in prerecorded storybooks produce large vocabulary learning gains relative to hearing the same stories without lessons — a narrower finding that bears on this claim
• The Vocabulary Self-Selection group outperformed the Input Enhancement group on the seen achievement posttest — a narrower finding that bears on this claim
• The Vocabulary Self-Selection group also outperformed the Input Enhancement group on the unseen posttest — related