Chinese EFL students learning vocabulary via daily SMS messages outperformed a paper-based self-regulated group on the immediate posttest after a three-week intervention¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q2 i? After the three-week treatment, the SMS experimental group scored significantly higher than the paper control group on the posttest (t(60)=2.45, p<.05). → Haisen Zhang 2011
Evidence¶
Haisen Zhang 2011¶
Haisen Zhang, Wei Song, Jack Burston. (2011). REEXAMINING THE EFFECTIVENESS OF VOCABULARY LEARNING VIA MOBILE PHONES. The Turkish Online Journal of Educational Technology, 10(3). https://eric.ed.gov/?id=EJ944968
q2 · i? · causal · r1
Quasi-experiment with two intact classes (32 experimental, 30 control students with full records) learning 130 TOEFL words via SMS or paper. Posttest means were EG 88.41 (SD=12.00) versus CG 79.70 (SD=15.87); the "significant difference" was confirmed by t test at p<.05.
"After the treatment, which lasted three weeks, the results of the posttests revealed that the EG did better than the CG . A two-tailed independent-samples T test confirmed that there existed a significant difference in the test results between the two groups (t(60)=2.45, p<.05)."
Discussion¶
Related Claims¶
- Delayed test five weeks after treatment showed no significant retention difference between SMS and paper groups — related
- Learners taught 40 figurative idioms via WhatsApp MMS messages scored significantly higher on the posttest than learners taught with traditional paper-based activities — related
- In one 30-student study of high-school English learners (Lu 2008, reported in a review), vocabulary learned by mobile phone showed greater gains than vocabulary learned from print — related
- Learners' written reports identify fragmented-time use, convenience, and reminder effects as advantages of SMS vocabulary learning — related
- No significant difference in prior vocabulary knowledge between the SMS and paper groups at pretest — related
- Experimental and control groups were homogeneous in idiom knowledge before treatment — related
- Treatment-group students scored a mean of 70.12 versus 48.03 for conventionally taught students on the Literature-in-English Achievement Test — related
- Game-based vocabulary interventions outperformed control conditions in several reviewed studies — related
- No significant difference existed between the two groups on the word knowledge pretest — related
- EFL students taught writing through a WhatsApp group outperformed textbook-taught controls on a sentence-structure post-test — related
- Students receiving SMS learning support scored significantly higher on the programming posttest than control students — related
- Supporting traditional instruction with WhatsApp information messages produces significantly greater achievement gains than traditional instruction alone in 10th-grade literature — related
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