Teaching medical vocabulary through collocations produced higher posttest scores than traditional techniques in Iranian EFL medical students¶

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? After five sessions of collocation instruction, the experimental group outperformed the control group on the medical collocation posttest, with the pretest effect controlled by ANCOVA. → 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

Quasi-experimental pretest/posttest control group study of 62 intermediate female nursing and operating-room students; ANCOVA controlling pretest scores showed "a significant difference in the post-test scores between the two groups (P<0.001)".

"The results of ANCOVA showed the significant effect of the treatment on the test scores by controlling the pretest effect (P<0.001). On the other hand, there was a significant difference in the post-test scores between the two groups (P<0.001)."

Discussion¶

Related Claims¶

• Traditional vocabulary techniques alone produced no statistically significant pretest-to-posttest gain in the control group — a narrower finding that bears on this claim
• The experimental group's collocation scores improved significantly from pretest to posttest after corpus-based instruction — related
• Corpus-based instruction using COCA concordance lines improved EFL students' verb-noun collocation recognition more than traditional instruction — related
• Corpus-tool instruction produces no statistically significant advantage over traditional instruction on EFL student teachers' verb-noun collocation knowledge — related
• 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 — a narrower finding that bears on this claim
• Corpus-based collocation findings align with prior concordancing and data-driven learning studies — related
• At the start of the school year the two groups differed significantly in three vocabulary learning strategies — related