Vocabulary gains from the didactic model emerged only at post-test, supported by contextual-clue strategies¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Vocabulary scores showed no statistically significant group difference at mid-test (p = .37) but a significant difference favoring the study group at post-test (p = .001). → Hmidani 2017

Evidence¶

Hmidani 2017¶

Hmidani, T. (2017). Didactic model: Teaching the English temporal system to Arabic freshman learners of English. Profile: Issues in Teachers' Professional Development, 19(Suppl. 1), 81-97. https://doi.org/10.15446/profile.v19n_sup1.68617

q3 · i? · causal · r1

Repeated measures ANOVA on vocabulary test scores. Post-test means were "4.94 (sd = .95)" for the study group versus 3.42 (sd = .81) for the control group, p = .001; Table 3 reports F = 14.60. The author attributes the gain to instruction in using contextual clues to infer meaning.

"both groups showed no statistically significant differences in the mid-test with p-value = .37. The differences were obvious in the post-test with the study group scoring 4.94 (sd = .95) and the control group, 3.42 (sd = .81) with p-value = .001."

Discussion¶

Related Claims¶

• Reading and writing gains from the didactic model emerged only at post-test, not at mid-test — related
• Contextual vocabulary teaching produced statistically significant pretest-to-posttest vocabulary gains in Iranian intermediate EFL learners — related
• Multimedia glosses improve EFL students' immediate vocabulary acquisition relative to reading the same texts without glosses — related
• Teaching vocabulary through TMM software produced significantly higher post-test vocabulary scores than conventional instruction in Iranian intermediate EFL learners — related
• In the first six weeks, comprehension gains on the Checkpoints measure did not differ significantly between intervention and comparison groups — related