Meaning-focused listening input significantly enhances productive vocabulary size of Iranian intermediate EFL learners compared with traditional instruction¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? After 12 treatment sessions, the experimental group receiving vocabulary through meaning-focused listening input outperformed the control group on Lex30 productive vocabulary size (p=0.00<0.05, T(61)= -16.90). → Noughabi 2017 q3 i? The two randomly assigned groups were equivalent at pretest on Lex30 productive vocabulary size (T(61)= -0.343, p= 0.73>0.05). → Noughabi 2017 (2)

Evidence¶

Noughabi 2017¶

Mostafa Azari Noughabi. (2017). The Effect of Meaning-focused Listening Input on Iranian Intermediate EFL Learners' Productive Vocabulary Size. Journal of Education and Practice, 8(15). https://eric.ed.gov/?id=EJ1143810

q3 · i? · causal · r2

Independent samples t-test comparing posttest Lex30 scores of the experimental group (meaning-focused listening input) and control group (traditional instruction) after 12 treatment sessions in a randomized pretest-treatment-posttest design. The article reports "significant differences were found between posttest scores"; no effect size is printed.

"As Table 5 shows, with regard to productive vocabulary size, significant differences were found between posttest scores of the control group and ex perimental group; p=0.00<0.05, T(61)= -16.90."

Noughabi 2017 (2)¶

Mostafa Azari Noughabi. (2017). The Effect of Meaning-focused Listening Input on Iranian Intermediate EFL Learners' Productive Vocabulary Size. Journal of Education and Practice, 8(15). https://eric.ed.gov/?id=EJ1143810

q3 · i? · causal · r2

Pretest equivalence check in the same randomized experiment: control mean 30.38 (SD=1.94), experimental mean 30.56 (SD=2.10); the t-test showed "no significant difference betwe en the performance" of the groups at pretest.

"As Table 3 suggest, no significant difference betwe en the performance of control group and experimental group in Lex30 at pretest phase of the study is seen; T(61)= -0.343, p= 0.73>0.05."

Discussion¶

Related Claims¶

• The control group receiving traditional word-list instruction showed no sufficiently significant progress in productive vocabulary size — related
• Authentic-video instruction produced significantly higher post-test prosodic ability than traditional instruction for Iranian intermediate EFL learners — related
• Audio-visual listening tasks produce higher oral accuracy than audio-only listening tasks for intermediate Iranian EFL learners — related
• PowerPoint-enhanced teaching (visual input) produced significantly better listening comprehension post-test scores than traditional teaching for Iranian intermediate EFL learners — related
• Iranian EFL teachers consider vocabulary instruction through meaning-focused listening input beneficial but not feasible — related
• Iranian pre-intermediate EFL learners taught with video-based tasks improved significantly in listening comprehension from pre-test to post-test, in a within-group test with no between-group comparison reported — related
• Game-based vocabulary tasks improve young elementary-level EFL learners' vocabulary achievement compared with traditional instruction — related
• Teaching vocabulary through TMM software produced significantly higher post-test vocabulary scores than conventional instruction in Iranian intermediate EFL learners — related
• Authentic video materials significantly improve vocabulary learning of Iranian EFL learners compared with no video treatment — related
• Instructional video materials significantly improve vocabulary learning of Iranian EFL learners compared with no video treatment — related
• Grade-10 EFL students taught vocabulary with PowerPoint-enhanced lessons retained more vocabulary than students in traditional lessons — related