In the task-based ESP class, male learners significantly outperformed female learners on the technical vocabulary post-test¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2012 · not yet checked against its sources · 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? Male learners (mean 25.80) scored significantly higher than female learners (mean 22.80) in the experimental group (t = -3.664, df = 21/23, p = .004/.001). → Abdullah Sarani & Leila Farzaneh Sahebi 2012
Evidence¶
Abdullah Sarani & Leila Farzaneh Sahebi 2012¶
Abdullah Sarani & Leila Farzaneh Sahebi. (2012). The Impact of Task-based Approach on Vocabulary Learning in ESP Courses. English Language Teaching, 5(10). https://doi.org/10.5539/elt.v5n10p118
q2 · i? · associational · r1
Independent-sample t-test comparing post-test scores of the 10 male and 15 female students in the task-based experimental group. The article reports means of 25.80 (males) and 22.80 (females) and a significant difference; no effect size is printed.
"As Table 7 depicts, the t-value with its 21 degrees of freedom was -3.664. In fact the t-observed (-3.664) was more than t-critical (2.80), at 0.05 level of significance. Therefore, the significance of differences between male and female was proved. That means male learners outperformed female learners."
Discussion¶
Learner Variables¶
- Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause
Related Claims¶
- Female students used the application more and learned more vocabulary, while male students scored higher on performance rating and posttest — related
- Male students taught with the Target-Task Model significantly outperformed female students on the PTCE — related
- No significant difference in organic chemistry post-test achievement between male and female students irrespective of instructional method — reports the opposite
- Task-based teaching of technical vocabulary produces significantly better post-test performance than traditional translation-based teaching in Iranian ESP courses — related
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