The control group receiving traditional word-list instruction showed no sufficiently significant progress in productive vocabulary size¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The control group's Lex30 mean moved only from 30.38 at pretest to 30.61 at posttest, which the article describes as not sufficiently significant progress. → Noughabi 2017

Evidence¶

Noughabi 2017¶

Mostafa Azari Noughabi. (2017). The Effect of Meaning-focused Listening Input on Iranian Intermediate EFL Learners' Productive Vocabulary Size. Journal of Education and Practice, 8(15). https://eric.ed.gov/?id=EJ1143810

q3 · i? · causal · r2

Descriptive comparison of the control group's Lex30 scores across the 12-session period in the randomized experiment: posttest mean 30.61 (SD=3.33) versus pretest mean 30.38; the article reports "their progress has not been sufficiently significant" and prints no significance test for this within-group change.

"Interestingly, the mean score of control group at pretest was 30.38. In other words, their progress has not been sufficiently significant."

Discussion¶

Related Claims¶

• Meaning-focused listening input significantly enhances productive vocabulary size of Iranian intermediate EFL learners compared with traditional instruction — related
• Both the situated learning group and the traditional instruction group improved significantly from pre-test to post-test in vocational English vocabulary — reports the opposite
• Focus on Meaning instruction produced significantly higher productive vocabulary posttest scores than Focus on Forms (word-list) instruction — related
• Traditional vocabulary techniques alone produced no statistically significant pretest-to-posttest gain in the control group — related