After regular instruction on Unit 1, the class's receptive knowledge of the prescribed vocabulary was partial, averaging 14.23 out of 40 on the VKS¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2021: local conditions change quickly

Subclaims¶

q2 i? All thirty participants' VKS responses on Unit 1 words yielded a total average of 14.23, with 21 the highest and 1 the lowest score on a total of 40. → Vincy 2018

Evidence¶

Vincy 2018¶

Vincy, R. I. (2018). The impact of explicit instruction and intentional learning in the reception of vocabulary: An experimental study. i-manager's Journal on English Language Teaching, 8(2). doi:10.26634/jelt.8.2.14155

q2 · i? · causal · r1

VKS self-report test on the fifteen Unit 1 prescribed words administered to all 30 participants after Session One; responses were evaluated and tabulated. The result supports the hypothesis that learners "receive vocabulary partially in the selected context".

"The total average performance of the entire class was found to be 14.23 with 21 and 1 as the highest and the lowest scores observed from the test which was on a total of 40."

Discussion¶

Learner Variables¶

• Oral Language — outcome: instruction changes it
• Reading and Language — outcome: instruction changes it
• Vocabulary — outcome: instruction changes it

Related Claims¶

• Explicit instruction combined with an intentional learning environment produced higher self-reported receptive knowledge of target vocabulary in fifth-grade ESL learners than the same lesson taught by another teacher — related
• Observed classroom vocabulary teaching in the studied Tamil Nadu government school was a partial embedded method with minimal importance given to vocabulary and no intentional learning environment — related