Contextual vocabulary teaching produced statistically significant pretest-to-posttest vocabulary gains in Iranian intermediate EFL learners¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2011 · not yet checked against its sources · 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? Teaching vocabulary through reading contexts (treatment) yielded a significant t-value at the 0.05 level, supporting the viability of contextual vocabulary teaching in both sport and geography texts. → Rezaei and Dezhara 2011
Evidence¶
Rezaei and Dezhara 2011¶
Omid Rezaei, Salman Dezhara. (2011). An Investigation of the Possible Effects of Favored Contexts in Second Language Vocabulary Acquisition. English Language Teaching, 4(4). https://doi.org/10.5539/elt.v4n4p97
q2 · i? · causal · r1
Pretest-posttest control group study (pre-experimental design) with two intact classes of Iranian institute learners; the experimental group read eight treatment passages over four sessions. The article reports a t-value of -24.3 with 48 d.f. significant at the 0.05 level, and concludes the contextual treatment was "verified to be viable both in sport and geography texts".
"Based on the data obtained, a t-value of -24.3 with 48 d.f. (degree of freedom) is significant at the 0.05 level."
Discussion¶
Learner Variables¶
- Vocabulary — outcome: instruction changes it
Related Claims¶
- 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
- Multimedia glosses improve EFL students' immediate vocabulary acquisition relative to reading the same texts without glosses — related
- Learners did not gain more vocabulary from favored-context (sport) passages than from disfavored-context (geography) passages; the favored-context hypothesis was rejected — related
- Both strategies produced gains in vocabulary knowledge over the course of the treatment — a broader claim this one bears on
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