The authors interpret the PBL group's better retention of later-module (harder) items as evidence that authentic learning environments aid difficult vocabulary¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors interpret the experimental group's better retention of items in the last two modules than the first three modules as showing that an authentic PBL environment enhanced recall and retention even for words with higher level of difficulty. → Shafaei 2015

Evidence¶

Shafaei 2015¶

Shafaei, A., & Abdul Rahim, H. (2015). Does project-based learning enhance Iranian EFL learners' vocabulary recall and retention? Iranian Journal of Language Teaching Research, 3(2), 83-99. https://www.urmia.ac.ir/ijltr

q1 · i? · causal · r1

This is the authors' discussion-section interpretation (type e), not a separately tested result; it cites Chee et al. (2003) on low-frequency words being harder to retrieve and retain, and no effect size is printed.

"An authentic learning environment, made possible with the PBL method, also seemed to have enhanced the experimental group learners' vocabulary recall and retention even for the words with higher level of difficulty. This is evident from the experimental group's better retention of items in the last two modules than the first three modules."

Discussion¶

Related Claims¶

• PBL-taught learners showed significantly higher vocabulary retention on delayed post-tests in all modules except module 3 — related
• The PBL advantage over the conventional method held for modules with more adjectives but not for the noun-heavy modules 3 and 5 on recall — related
• Authentic problem-based vocabulary tasks improve two-week retention of vocabulary compared with conventional input-based tasks — related
• Authentic problem-based vocabulary tasks improve immediate vocabulary recall of intermediate Iranian EFL learners compared with conventional input-based tasks — related
• Spanish B1 learners taught equivocal words through joke-telling retained more vocabulary on a two-week delayed post-test than learners taught the same items conventionally — related