At the start of the school year the two groups differed significantly in three vocabulary learning strategies¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2015: local conditions change quickly
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? Speaking out loudly helped the experimental group significantly more (p = .029) for learning collocations, and experimental-group students significantly more often called Italian words to mind when observing their environment (p = .011). → Unterrainer 2012
q2 i? The control group spoke significantly more often with Italian-speaking people on vacation (p = .018). → Unterrainer 2012
Evidence¶
Unterrainer 2012¶
Unterrainer, Eva Maria. (2012). Mobile Learning in Foreign Language Learning: Podcasts and Lexicon Acquisition in the Elementary Instruction of Italian. In L. Bradley & S. Thouësny (Eds.), CALL: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings. https://eric.ed.gov/?id=ED574913
q2 · i? · causal · r1
Written survey on vocabulary learning strategies (adapted from Neveling, 2004, ordinal scale) administered at the beginning of the school year; differences tested with the Mann-Whitney U-test in SPSS. Only the p-values for the three contrasts are printed; no effect sizes are reported.
"Speaking out loudly helps the experimental group significantly more (p = .029) to learn collocations (e.g., lavarsi i denti);"
Discussion¶
Related Claims¶
- Teaching medical vocabulary through collocations produced higher posttest scores than traditional techniques in Iranian EFL medical students — related
- Teaching vocabulary through TMM software produced significantly higher post-test vocabulary scores than conventional instruction in Iranian intermediate EFL learners — related
- The thinking loudly strategy produced statistically significant post-test gains in analytical reading over traditional teaching among second middle grade female students — related
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