Research design does not significantly moderate the gloss effect: randomized (ES = 1.16) versus matched (ES = 0.71) studies do not differ significantly¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q3
Currency · newest study 2014 · not yet checked against its sources · 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.
q3 i? Although randomized studies (N = 9) had a larger mean effect size (ES = 1.16) than matched studies (N = 25, ES = 0.71), the difference between the two subcategories was not statistically significant (Q = 0.92, p > 0.05). → Vahideh Sadat Vahedi 2014
Evidence¶
Vahideh Sadat Vahedi 2014¶
Vahideh Sadat Vahedi, Behzad Ghonsooly, and Reza Pishghadam. (2014). Vocabulary Glossing: A Meta-Analysis of the Relative Effectiveness of Different Gloss Types on L2 Vocabulary Acquisition. Teaching English with Technology, 16(1), 3-25. http://www.tewtjournal.org
q3 · i? · quant-synthesis · r3
Moderator analysis classifying the 34 studies into randomized experiments (N=9) and matched studies (N=25). Both subgroup mean effect sizes were statistically significant by their confidence intervals, but the difference between them was not. No effect size for the moderator contrast is printed, so impact is null.
"However, based on the Q value (Q= 0.92, p>0.05) reported in Table 2, the difference between the two effect sizes of subcategories of research design was not statistically significant."
Discussion¶
Related Claims¶
- Learning context (ESL vs EFL) does not significantly moderate the gloss effect, though EFL contexts showed a nominally larger effect — related
- Sample size does not significantly moderate the gloss effect: large studies (ES = 0.88) versus small studies (ES = 0.72) do not differ significantly — related
- Program intensity is a significant moderator: high-duration gloss interventions yield larger effects (ES = 1.48) than low-duration ones (ES = 0.57) — related
- L2 proficiency level is a significant moderator: multiple glosses benefit intermediate and advanced learners more than elementary learners — related
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