Intermediate EFL learners using the Digital Kitchen achieved significantly higher immediate post-test vocabulary gains than learners using a printed recipe in a normal kitchen¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2012 · 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.
q3 i? The experimental group's post-minus-pre-test gain was significantly higher than the control group's (mean difference 1.83). → Nor Fadzlinda Ishak and Paul Seedhouse 2012
Evidence¶
Nor Fadzlinda Ishak and Paul Seedhouse 2012¶
Nor Fadzlinda Ishak and Paul Seedhouse. (2012). Interactive Digital Kitchen: The impact on Language learning. EUROCALL Conference, Gothenburg, Sweden, Proceedings. https://digitalinstitute.ncl.ac.uk/ilablearn/kitchen
q3 · i? · causal · r1
Between-group comparison of post-minus-pre-test scores in the comparative experimental study of 54 learners, analysed with independent t-tests in SPSS. The article reports the difference was significant and that "the experimental group performed better than the control group in the post-test."
"Table 2 depicts that the mean score for the experimental group was higher than the control group (t = 2.78, df = 52, p < .05) with a mean difference of 1.83."
Discussion¶
Related Claims¶
- Both groups improved significantly from pre-test to immediate post-test after the one-hour cooking session, including the control group not exposed to the Digital Kitchen — related
- CAVI using Vocaboly produced significantly higher post-test vocabulary scores than teacher-led instruction for intermediate Iranian EFL learners — a broader claim this one bears on
- Teaching vocabulary through TMM software produced significantly higher post-test vocabulary scores than conventional instruction in Iranian intermediate EFL learners — a broader claim this one bears on
- CAVI using Vocaboly produced significantly higher post-test vocabulary scores than teacher-led instruction for pre-intermediate Iranian EFL learners — a broader claim this one bears on
- Iranian intermediate EFL learners taught reading with CALL software scored significantly higher on reading comprehension than learners taught the same texts from printed pages — related
- On the delayed test ten days later, the control group's actual delayed score exceeded the experimental group's, although the authors conclude the experimental group acquired more lexical items — related
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