Game-based vocabulary tasks improve young elementary-level EFL learners' vocabulary achievement compared with traditional instruction¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2014 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · 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.
q2 i? After 20 sessions, the game-based experimental group scored significantly higher than the comparison group on a teacher-made vocabulary post-test (t(38) = -5.52, p < 0.05). → Mehregan 2014
Evidence¶
Mehregan 2014¶
Masoumeh Mehregan. (2014). Game-Based Tasks for Foreign Language Instruction: Perspectives on Young Learners' Vocabulary Acquisition. The IAFOR Journal of Language Learning. https://iafor.org/journal
q2 · i? · causal · r1
Quasi-experiment with 40 Iranian young learners (20 per group) homogenized at elementary level via the KET reading section; independent samples T-test on post-test scores after 20 treatment sessions. The article reports a statistically significant group difference with "t (38) = -5.52, p < 0.05"; no effect size is printed.
"The results of independent samples T-test show statistically significant differences (t (38) = -5.52, p < 0.05) between the experimental and comparison groups in the post-test."
Discussion¶
Learner Variables¶
- Vocabulary — outcome: instruction changes it
Related Claims¶
- A storytelling approach produced significantly higher vocabulary posttest scores than traditional instruction for young Iranian EFL learners — related
- Teaching vocabulary through TMM software produced significantly higher post-test vocabulary scores than conventional instruction in Iranian intermediate EFL learners — related
- Authentic problem-based vocabulary tasks improve immediate vocabulary recall of intermediate Iranian EFL learners compared with conventional input-based tasks — related
- Storytelling instruction increased English vocabulary test performance among five-year-old Iranian kindergarten children in a one-group pre-test post-test study — related
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