The collocation group's mean score rose from 8.2 to 17.7 while the control group's rose from 8.7 to 11.1¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The within-group gain was 9.5 points in the collocation group (P<0.001) versus 2.4 points in the control group (P=0.07), a between-group difference in change of P<0.01. → Najafi and Talebinezhad 2018

Evidence¶

Najafi and Talebinezhad 2018¶

Maryam Najafi, Mohammad Reza Talebinezhad. (2018). The Impact of Teaching EFL Medical Vocabulary Through Collocations on Vocabulary Retention of EFL Medical Students. Advances in Language and Literary Studies, 9(5). https://doi.org/10.7575/aiac.alls.v.9n.5p.24

q2 · i? · causal · r1

Paired and independent t-tests on the 40-item medical collocation test: the collocation group's mean rose from "8.2±7.1" to 17.7±11.3 (P<0.001); the control group's change was not significant (P=0.07).

"The mean score of pretest in the collocation group was 8.2±7.1, which was increased to 17.7±11.3 after the treatment (P<0.001). Also, in the control group, the mean pretest score was 8.7±6.5, which was increased to 11.1±8.5 after the treatment (P=0.07)."

Discussion¶

Related Claims¶

• The experimental group's collocation scores improved significantly from pretest to posttest after corpus-based instruction — related
• Experimental (ABSI) group's achievement scores increased significantly from pre-test to post-test, while the control group's did not — related
• The suggestopedia-based storytelling teaching model produced a larger pretest-to-posttest gain in storytelling skill than conventional teaching in the effectiveness test — related
• Teaching medical vocabulary through collocations produced higher posttest scores than traditional techniques in Iranian EFL medical students — a broader claim this one bears on