Authentic problem-based vocabulary tasks improve immediate vocabulary recall of intermediate Iranian EFL learners compared with conventional input-based tasks¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Intermediate EFL learners taught vocabulary through authentic problem-based tasks scored significantly higher on an immediate posttest than learners taught through conventional input-based tasks. → Fateme Shir Mohammadi 2017

Evidence¶

Fateme Shir Mohammadi 2017¶

Fateme Shir Mohammadi. (2017). The Effect of Authentic Problem-Based Vocabulary Tasks on Vocabulary Learning of EFL Learners. International Journal of Education & Literacy Studies, 5(3). https://eric.ed.gov/?id=EJ1154085

q2 · i? · causal · r1

Quasi-experimental comparison of immediate posttest scores: experimental group (M= 19.62, SD= 1.99) versus control group (M= 18.13, SD= 1.54); the t-test showed "a significant difference between the posttest scores" of the groups.

"independent samples t-test results (t(45)=2.861, Sig=.006) indicate a significant difference between the posttest scores of the control group and the experimental group"

Discussion¶

Learner Variables¶

• Vocabulary — outcome: instruction changes it

Related Claims¶

• Authentic problem-based vocabulary tasks improve two-week retention of vocabulary compared with conventional input-based tasks — related
• Supplemental computer-based spaced repetition activities nearly triple long-term vocabulary retention in EFL students compared with conventional instruction alone — related