Lexical units brought to the 'fully learned' stage by the tutor scored significantly lower on the posttest than units students already knew before introduction¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Fully acquired experimental-group units (set L) received credit at 50.1% versus 60.7% for previously known units, a significant difference (p < 0.001, one-tailed), suggesting students did not reach the knowledge level of familiar words. → Evgeny Chukharev-Hudilainen and Tatiana A. Klepikova 2016

Evidence¶

Evgeny Chukharev-Hudilainen and Tatiana A. Klepikova 2016¶

Evgeny Chukharev-Hudilainen and Tatiana A. Klepikova. (2016). The effectiveness of computer-based spaced repetition in foreign language vocabulary instruction: a double-blind study. calico journal vol 33.3. https://doi.org/10.1558/cj.v33i3.26055

q3 · i? · causal · r1

Posttest analysis from the same randomized double-blind study comparing set-L units against units the system identified as previously known at first introduction. The difference "was not very large (50.1% vs. 60.7%)". No effect size was printed.

"The difference in test scores between fully acquired lexical units in the experimental group (set L) and those known to the students prior to introduction in Linguatorium was not very large (50.1% vs. 60.7%), but significant (p < 0.001, one-tailed)"

Discussion¶

Learner Variables¶

• Vocabulary — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Double-blind experimental design can be successfully implemented in CALL-based pedagogical intervention research — related
• Posttest scores increase monotonically across the tutoring algorithm's acquisition stages, supporting its stage criteria, though control-group items did not differ from items still in active acquisition — related
• Supplemental computer-based spaced repetition activities nearly triple long-term vocabulary retention in EFL students compared with conventional instruction alone — related