Humorous-song treatment shows no significant difference between EFL learners' immediate and delayed listening recall¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2010 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Immediate recall and delayed recall scores after the humorous-song treatment were not significantly different. → Rafiee et al. 2010

Evidence¶

Rafiee et al. 2010¶

Marzieh Rafiee, Zohre Kassaian, Hossein Vahid Dastjerdi. (2010). The Application of Humorous Song in EFL Classrooms and Its Effects on Listening Comprehension. English Language Teaching, 3(4). http://www.ccsenet.org/elt

q2 · i? · causal · r2

Intra-group Wilcoxon Signed Rank Test comparing the experimental group's immediate recall (M=54.00) and delayed recall after a 3-week interval (M=57.33). The article reports the sig. level is not equal to or less than 0.05, so "the two sets of scores are not significantly different"; no effect size is printed.

"Because this experiment had small samples, and the data did not meet the stringent assumptions of the parametric techniques, a Wilcoxon Signed Rank Test was conducted to measure the effect of song on participants' immediate and delayed recall."

Discussion¶

Learner Variables¶

• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• EFL learners who listened to humorous songs gained significantly on a listening comprehension test while a control group taught without the songs did not, though the groups were not compared directly — related