Spanish B1 learners taught equivocal words through joke-telling retained more vocabulary on a two-week delayed post-test than learners taught the same items conventionally¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Experimental-group learners who received humorous story-based input passed the delayed post-test (Test III) with a higher proportion of correct answers (85%) than control-group learners taught the same terms without humour (58%). → Sanchez 2018

Evidence¶

Sanchez 2018¶

Sanchez, A. C. & Magro, L. J. C. (2018). Humour in the teaching of English and German equivocal words. Cypriot Journal of Educational Sciences, 13(4), 645-653. https://eric.ed.gov/?id=EJ1202228

q2 · i? · causal · r1

Pilot quasi-experiment with four groups of Spanish B1 learners (36 English, 36 German); experimental groups received joke-based lessons, control groups neutral presentation. Results section reports the delayed post-test contrast: "85% of correct answers" versus "only 58% of correct answers". No effect size or significance test is printed.

"more students (85% of correct answers) from the EG, who had atte nded the lesson in which jokes were used to teach some words, passed Test III with a higher number of correct answers than CG (only 58% of correct answers)"

Discussion¶

Learner Variables¶

• Long-Term Memory — outcome: instruction changes it

Related Claims¶

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