Iranian undergraduate EFL learners taught idioms with humorous video clips hold positive attitudes toward their classroom use¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The 33 experimental-group participants reported an overall mean of 3.89 on a 15-item attitude questionnaire, indicating positive attitudes toward humorous video clips in idiom instruction. → Malihe Neissari 2017

Evidence¶

Malihe Neissari 2017¶

Malihe Neissari, Hamid Ashraf & Mohammad Reza Ghorbani. (2017). Humorous Videos and Idiom Achievement: Some Pedagogical Considerations for EFL Learners. Iranian Journal of Language Teaching Research, 5(3), 109-127. https://eric.ed.gov/?id=EJ1156181

q2 · i? · causal · r2

Descriptive survey of the 33 EG participants using a modified 15-item Attitude/Motivation Test Battery (Gardner, 2005) on a 5-point scale. Participants strongly agreed with items one and nine and only moderately agreed with the other items; the overall mean was 3.89 (SD = 0.32). No inferential test was reported.

"The overall mean score of 3.89 indicates their positive attitudes toward the application of humorous video clips in idiom instruction."

Discussion¶

Related Claims¶

• Humorous video clips improve Iranian undergraduate EFL learners' idiom achievement compared with conventional instruction without clips — related
• Experimental and control groups were homogeneous in idiom knowledge before treatment — related
• Experimental-group students expressed positive attitudes toward gamification, accepting the technique at a high level overall — related