A storytelling approach produced significantly higher vocabulary posttest scores than traditional instruction for young Iranian EFL learners¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Young upper-beginner EFL learners taught via storytelling scored significantly higher on a vocabulary posttest than control-group peers (t = 5.56, df = 28, p = 0.00). → Farzaneh Kalantari & Mahmood Hashemian 2016

Evidence¶

Farzaneh Kalantari & Mahmood Hashemian 2016¶

Farzaneh Kalantari & Mahmood Hashemian. (2016). A Story-Telling Approach to Teaching English to Young EFL Iranian Learners. English Language Teaching, 9(1). https://doi.org/10.5539/elt.v9n1p221

q2 · i? · causal · r1

Independent samples t test comparing posttest vocabulary scores of an experimental storytelling group and a control group, each with 15 upper-beginner learners selected via the OPT. The article reports "a significant difference between the mean scores" in favor of the experimental group; no effect size is printed.

"the results from the posttest vocabulary scores indicates that there is a significant difference between the mean scores of the partic ipants in their performances on the posttest ( t = 5.56, df = 28, α = 0.05, p = 0.00)"

Discussion¶

Related Claims¶

• Control-group learners also improved significantly from pretest to posttest, but less than the storytelling group — related
• Experimental-group learners significantly improved vocabulary knowledge from pretest to posttest after storytelling instruction — related
• Intermediate EFL learners taught vocabulary through online Wikipedia texts outperformed learners taught with printed Wikipedia handouts on a researcher-made vocabulary posttest — related