CAVI using Vocaboly produced significantly higher post-test vocabulary scores than teacher-led instruction for intermediate Iranian EFL learners¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Intermediate learners taught with CAVI scored significantly higher on the vocabulary post-test than intermediate learners taught by the teacher-led method. → Nejati 2018 q3 i? Before treatment, the intermediate CAVI and teacher-led groups did not differ significantly in vocabulary knowledge. → Nejati 2018 (2)

Evidence¶

Nejati 2018¶

Nejati, E., Jahangiri, A. & Salehi, M. R. (2018). The effect of using computer-assisted language learning (CALL) on Iranian EFL learners’ vocabulary learning: An experimental study. Cypriot Journal of Educational Science. 13(2), 351–362. https://eric.ed.gov/?id=EJ1183258

q3 · i? · causal · r2

Independent-sample t-test on post-test scores of intermediate groups (n = 10 per group, Table 9) after eight sessions. CAVI mean "M = 29.4000" exceeded teacher-led "M = 23.7333"; Table 10 reports t = 3.599, df = 28, Sig. 0.001.

"According to Table 10, the mean score of the CAVI group ( M = 29.4000) is considerably higher than that of the teacher-led group (M = 23.7333)."

Nejati 2018 (2)¶

Nejati, E., Jahangiri, A. & Salehi, M. R. (2018). The effect of using computer-assisted language learning (CALL) on Iranian EFL learners’ vocabulary learning: An experimental study. Cypriot Journal of Educational Science. 13(2), 351–362. https://eric.ed.gov/?id=EJ1183258

q3 · i? · causal · r1

Independent-sample t-test on pre-test scores of intermediate groups (n = 10 per group, Table 7): CAVI M = 2.6000 vs teacher-led M = 2.3333, Sig. 0.606, indicating no statistically significant pre-treatment difference; equivalence was not formally tested.

"the t-test result (0.606) shows that there is no statistically significant difference between the means of the two groups in the pre -test before the administration of the treatment."

Discussion¶

Related Claims¶

• CAVI using Vocaboly produced significantly higher post-test vocabulary scores than teacher-led instruction for pre-intermediate Iranian EFL learners — related
• Computer assisted vocabulary instruction produces a statistically significant vocabulary gain in preschool EFL children — related
• Authentic problem-based vocabulary tasks improve immediate vocabulary recall of intermediate Iranian EFL learners compared with conventional input-based tasks — related
• The study's findings are limited to pre-intermediate and intermediate learners tested on paper, with abstract words, over eight sessions — related
• Teaching vocabulary through TMM software produced significantly higher post-test vocabulary scores than conventional instruction in Iranian intermediate EFL learners — related
• Supplemental blended learning with the Memrise app produced significantly higher post-test vocabulary scores than face-to-face instruction in Iranian EFL learners — related
• Intermediate EFL learners using the Digital Kitchen achieved significantly higher immediate post-test vocabulary gains than learners using a printed recipe in a normal kitchen — a narrower finding that bears on this claim