Han students significantly outperformed Yao students in breadth of English vocabulary knowledge, with a significant time-by-group interaction in development patterns¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3 · i3 large
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The ethnic group main effect on VK breadth was significant, with Han students significantly outperforming Yao students. → Mark Feng Teng 2024 q3 i3 The time-by-ethnic-group interaction on VK breadth was highly significant, indicating different developmental patterns across the four measurements. → Mark Feng Teng 2024 (2)

Evidence¶

Mark Feng Teng 2024¶

Mark Feng Teng, Lawrence Jun Zhang. (2024). Ethnic minority multilingual young learners' longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09360-z

q3 · i3 · associational · r2

ANOVA on four annual PVST vocabulary-breadth measurements. The ethnic group main effect was significant: "F = 666.507, p < 0.001, partial η2 = 0.751"; the article states Han students significantly outperformed Yao students in VK breadth scores.

"The ANOVA results further confirmed the significance of ethnic group as the main factor influencing VK breadth, with a substantial effect size (F = 666.507, p < 0.001, partial η2 = 0.751)."

Mark Feng Teng 2024 (2)¶

Mark Feng Teng, Lawrence Jun Zhang. (2024). Ethnic minority multilingual young learners' longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09360-z

q3 · i3 · associational · r2

The time-by-group interaction on VK breadth in the same ANOVA was highly significant: "F = 2107.641, p < 0.001, partial η2 = 0.905". A repeated ANOVA showed the Han VK breadth growth trend was greater than the Yao trend.

"The interaction between time and ethnic group was highly significant (F = 2107.641, p < 0.001, partial η2 = 0.905), indicating that Han and Yao students exhibited different developmental patterns across the four measurements."

Discussion¶

Related Claims¶

• For Han students, metacognitive knowledge followed a quadratic (accelerating) growth model while vocabulary breadth followed a linear growth model, and initially high vocabulary knowledge predicted faster later vocabulary growth
• Metacognitive knowledge scores increased cumulatively over time, and the time-by-ethnic-group interaction showed Han and Yao students followed different MCK development trends
• For Yao students, both metacognitive knowledge and vocabulary breadth were best described by linear growth models with significant intercepts and slopes
• In Yao students, metacognitive knowledge and vocabulary breadth showed a common growth trend: higher initial MCK predicted higher initial VK, and faster MCK growth predicted faster VK growth — related
• In Han students, higher initial metacognitive knowledge predicted both a higher starting point and a faster growth rate of vocabulary breadth — related
• Han students' metacognitive knowledge scores were significantly higher than Yao students' at each of four annual measurements from grade 3 to grade 6 — related