Grade-10 EFL students taught vocabulary with PowerPoint-enhanced lessons retained more vocabulary than students in traditional lessons¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2012 · checked against its sources 2026-11-03 (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? After the study, the experimental group's vocabulary retention post-test mean was significantly higher than the control group's. → Nam and Trinh 2012
Evidence¶
Nam and Trinh 2012¶
Ta Thanh Nam & Lap Q. Trinh. (2012). PowerPoint as a potential tool to learners' vocabulary retention: Empirical evidences from a Vietnamese secondary education setting. li-manager's Journal of English Language Teaching, Vol. 2 No. 4, October - December. https://eric.ed.gov/?id=EJ1070209
q2 · i? · causal · r1
Two-group pre-test/post-test study of 68 grade-10 students (34 per group, two intact classes) in a Vietnamese secondary school; the groups' pre-test means were close (6.87 vs 6.82). An independent-samples t-test on post-test scores showed the experimental group's mean (M = 8.92) exceeded the control group's (M = 7.53), a "statistically significant" difference; within-group pre/post changes were tested separately with paired-samples t-tests.
"The Independent Samples T-Test showed that the mean difference (MD = -1.39) in the participants' vocabulary retention after the study was statistically significant (t = -8.86, df = 66, p = .00)."
Discussion¶
Learner Variables¶
- Vocabulary — outcome: instruction changes it
Related Claims¶
- Students held positive attitudes toward the use of PowerPoint in vocabulary lessons — 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
- Meaning-focused listening input significantly enhances productive vocabulary size of Iranian intermediate EFL learners compared with traditional instruction — related
- PBL-taught learners showed significantly higher vocabulary retention on delayed post-tests in all modules except module 3 — related
- EFL students using Web 2.0 learner-created content scored significantly higher on a vocabulary post-test than a lecture-based control group — related
- PowerPoint-enhanced teaching (visual input) produced significantly better listening comprehension post-test scores than traditional teaching for Iranian intermediate EFL learners — related
- Both groups improved vocabulary retention from pre-test to post-test, with a larger gain in the PowerPoint group — related
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