Both Grade 8 groups improved in L2 vocabulary knowledge over time, with no significant time-by-group interaction favoring clickers¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2018 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · 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.
q2 i? A mixed ANOVA revealed a significant effect of time on vocabulary knowledge, F(1.771, 104.5)=159.53, p<.001, but no significant interaction between time and group, F(1.771, 104.5)=3.031, p>.05. → Sénécal 2018
Evidence¶
Sénécal 2018¶
Sénécal, A.-M., Mezzaluna, V., & Cardoso, W. (2018). Make words click! Learning English vocabulary with clickers. In P. Taalas, J. Jalkanen, L. Bradley & S. Thouësny (Eds), Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018. Research-publishing.net. https://doi.org/10.14705/rpnet.2018.26.852
q2 · i? · causal · r1
Mixed ANOVA on pretest-posttest-delayed posttest vocabulary scores of 61 Grade 8 ESL students in two groups. The article reports "a significant difference for time" but "no significant interaction between time and group"; equivalence was not tested.
"The analysis revealed a significant difference for time between the pretest and posttest, F(1.771, 104.5)=159.53, p<.001. However, there was no significant interaction between time and group, F(1.771, 104.5)=3.031, p>.05"
Discussion¶
Learner Variables¶
- Reading and Language — outcome: instruction changes it
- Vocabulary — outcome: instruction changes it
Related Claims¶
- Descriptive patterns trend toward the Clicker Group, with higher score variability suggesting clickers may benefit some learners more than others — related
- No significant difference between the Clicker and Non-Clicker groups on the immediate posttest — related
- Gesture-enriched L2 vocabulary learning benefits 14-year-olds more than picture enrichment, while 12-year-olds benefit equivalently from both — related
- Han students significantly outperformed Yao students in breadth of English vocabulary knowledge, with a significant time-by-group interaction in development patterns — related
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