Role-play was the most effective idiom-teaching mode, with effectiveness descending through movie, sentence-use, and definition modes¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2017 · 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.

q2 i? Tukey HSD post-hoc comparisons showed the Role-play Group outperformed the Movie and Sentence-use Groups, and all three outperformed the Definition Group. → Zainab Abolfazli Khonbi & Karim Sadeghi 2017 q2 i? The Movie Group (M = 14.40) scored significantly higher than the Definition Group (M = 8.66), and the Role-play Group (M = 17.60) significantly higher than the Sentence-use Group (M = 11.46). → Zainab Abolfazli Khonbi & Karim Sadeghi 2017 (2)

Evidence¶

Zainab Abolfazli Khonbi & Karim Sadeghi 2017¶

Zainab Abolfazli Khonbi & Karim Sadeghi. (2017). Improving English Language Learners’ Idiomatic Competence: Does Mode of Teaching Play a Role? Iranian Journal of Language Teaching Research 5(3), 61-79. https://eric.ed.gov/?id=EJ1156202

q2 · i? · causal · r2

Tukey HSD post-hoc comparisons on posttest scores of the four groups (N = 47) established the descending effectiveness order role-play, movie, sentence-use, definition; the article states this implies teaching mode plays an important role in learning idioms.

"The groups outperformed each other in a descending order with the RG4 -Role-play Group outperforming the MG1 -Movie Group, and both outperforming the SG2 -Sentence-use Group, and, finally, all three groups outperforming the DG3-Definition Group."

Zainab Abolfazli Khonbi & Karim Sadeghi 2017 (2)¶

q2 · i? · causal · r2

Post-hoc Tukey comparisons found the Sentence-use Group mean (M = 11.46, SD = 3.54) significantly different from the Role-play Group (M = 17.60, SD = 1.95); the Movie–Definition and Role-play–Definition differences were also significant at the 0.05 level.

"The SG2-Sentence-use G roup (M = 11.46, SD = 3.54) displayed a mean significantly different from the RG4 -Role-play Group (M = 17.60, SD = 1.95)."

Discussion¶

Mode of teaching idioms has a statistically significant effect on EFL learners’ idiomatic competence — a broader claim this one bears on

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