Supplemental blended learning with the Memrise app produced significantly higher post-test vocabulary scores than face-to-face instruction in Iranian EFL learners¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After a 4-week supplemental blended-learning period using Memrise asynchronously outside class, the experimental group significantly outperformed the control group on the vocabulary post-test (p = 0.031 < 0.05). → Ebadi and Ghuchi 2018

Evidence¶

Ebadi and Ghuchi 2018¶

Saman Ebadi, Khadijeh Davood Ghuchi. (2018). Investigating the Effects of Blended Learning Approach on Vocabulary Enhancement from EFL Learners' Perspectives. i-manager's Journal of English Language Teaching, Vol. 8 No. 2, April - June 2018. https://eric.ed.gov/?id=EJ1185411

q2 · i? · causal · r2

Randomized two-group experiment with 40 intermediate Iranian EFL learners (20 per group); control received face-to-face teaching, experimental added asynchronous Memrise use for 4 weeks. Post-test means were control M = 25.85 and experimental M = 28.85, with an independent-samples t-test showing "statistically significant differences between the research sample groups in the post-test". No effect size was printed.

"The results (Table 5) measured by the independent samples t-test showed that the value of (F) would be 0.069, and the level of significance would be 0.795, (p = 0.031< 0.05), which had statistically significant differences between the research sample groups in the post-test."

Discussion¶

Related Claims¶

• Teaching vocabulary through TMM software produced significantly higher post-test vocabulary scores than conventional instruction in Iranian intermediate EFL learners — related
• Saudi EFL preparatory students taught through a blended e-learning approach for 8 weeks outperformed a traditionally taught control group on an achievement test — a broader claim this one bears on
• CAVI using Vocaboly produced significantly higher post-test vocabulary scores than teacher-led instruction for intermediate Iranian EFL learners — related
• Iranian EFL learners held predominantly positive attitudes toward blended vocabulary learning, citing flexible timing, personalized learning, and the systematic app design — related
• Task-based teaching of technical vocabulary produces significantly better post-test performance than traditional translation-based teaching in Iranian ESP courses — related