Incorporating the extensive reading approach into vocabulary instruction significantly improves high-intermediate EFL learners' lexical depth¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? After a 17-week ER treatment, the treatment group's WAT lexical depth scores were significantly higher than the control group's (mean difference -14.100, t(38) = -3.234, p = .003). → Jafarpour 2014

Evidence¶

Jafarpour 2014¶

Mohsen Jafarpour. (2014). The Effect of Incorporating the Extensive Reading Approach into Vocabulary Instruction on Learners' Lexical Depth in an EFL Context. Advances in Language and Literary Studies, 5(3). https://doi.org/10.7575/aiac.alls.v.5n.3p.162

q3 · i? · causal · r1

Independent t test comparing Read's WAT scores of 20 treatment and 20 control students after 4 months; the article reports "t (38) = -3.234" at p < .05 with a mean difference of -14.100 at 95% confidence. No effect size is printed.

"It shows that the difference is statistically significant, t (38) = -3.234, at p < .05, 2-tailed. Therefore, the null hypothesis of no difference between group means was rejected."

Discussion¶

Learner Variables¶

• Vocabulary — outcome: instruction changes it

Related Claims¶

• Treatment and control groups' WAT means differed by about 14 points (98.05 vs 83.95) with nearly equal standard deviations — possibly the same claim (merge candidate)
• In a one-month case study of one learner of French, extensive reading enhanced knowledge of about two-thirds of 133 target words, with gains varying by how often a word was encountered — related
• Classes assigned weekly Word Engine online flashcard use gained significantly more on the VST than an extensive-reading control class over one academic year, in a quasi-experiment with acknowledged selection and time-on-task confounds — related