Authentic problem-based vocabulary tasks improve two-week retention of vocabulary compared with conventional input-based tasks¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? On a delayed posttest administered after a two-week interval, the problem-based group significantly outperformed the control group in vocabulary retention. → 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
Delayed posttest comparison after a two-week interval: experimental group (M=19.20, SD= 1.26) versus control group (M= 17.39, SD= 1.67); the t-test "indicates that there is a significant effect".
"the results of independent samples t-test (t (45) = 3.11, Sig=.003) indicates that there is a significant effect"
Discussion¶
Learner Variables¶
- Vocabulary — outcome: instruction changes it
Related Claims¶
- Authentic problem-based vocabulary tasks improve immediate vocabulary recall of intermediate Iranian EFL learners compared with conventional input-based tasks — related
- Multimedia glosses improve EFL students' vocabulary retention two weeks after treatment relative to no glosses — related
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