Musical mnemonic instruction improves vocabulary comprehension of new words in young EFL learners¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The musical group scored significantly higher than the non-musical group on a 14-item multiple-choice vocabulary comprehension test (t(45) = 5, p < 0.05). → Bahrami 2019

Evidence¶

Bahrami 2019¶

Bahrami, Z. N., Izadpanah, S. & Bijani, H. (2019). The Impact of Musical Mnemonic on Vocabulary Recalling of Iranian Young Learners. International Journal of Instruction, 12(1), 977-994. https://eric.ed.gov/?id=EJ1201149

q3 · i? · causal · r1

Same two-group experiment; comprehension was measured with 14 multiple-choice questions from Hey There 3A standard tests (Cronbach's alpha 0.794). Means were 11 (musical) versus 10 (non-musical); the article reports "statistically significant" difference with t(45) = 5, p < 0.05. No effect size printed.

"Since the level of significance is less than .05, it can be stated that the difference between the mean s of the musical and non -musical groups in terms of vocabulary comprehension was statistically significant"

Discussion¶

Related Claims¶

• Word-recall advantage of musical mnemonic persists across repeated trials including a delayed trial 10 days later — related