Dynamic task-type vocabulary instruction produces significantly better vocabulary gains than static task-type instruction among intermediate EFL learners¶
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 (dynamic) group significantly outperformed the control (static) group on the post-test vocabulary measure. → Gholam Reza Haji Pour Nezhad & Nasrin Shokrpour 2012
Evidence¶
Gholam Reza Haji Pour Nezhad & Nasrin Shokrpour 2012¶
Gholam Reza Haji Pour Nezhad & Nasrin Shokrpour. (2012). The Impact of Task Type and Cognitive Style on Vocabulary Learning. English Language Teaching, 5(9). http://dx.doi.org/10.5539/elt.v5n9p17
q3 · i? · causal · r1
Four-month randomized controlled study: 84 intermediate EFL learners matched into two groups of 42, taught identical reading passages twice weekly; ANOVA on the Nelson post-test "reject the equality of means", and the dynamic group mean of 28.735 exceeded the static group mean of 26.600.
"The results of ANOV A for the post-test, as shown in Tabl e 3, reject the equality of means in the post-test."
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
- 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 — 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
- Authentic problem-based vocabulary tasks improve immediate vocabulary recall of intermediate Iranian EFL learners compared with conventional input-based tasks — related
- Under dynamic task-type instruction, field-dependent learners significantly outperform field-independent learners, while within the static group FI learners significantly outperform FD learners — related
- Field-dependent learners are more sensitive to task type: they perform best of all subgroups under dynamic instruction and worst under static instruction — a narrower finding that bears on this claim
- Field-independent learners show no significant vocabulary difference between static and dynamic task-type instruction, with only a marginal trend favouring static — related
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