Experimental-group learners significantly improved vocabulary knowledge from pretest to posttest after storytelling instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The experimental group's matched t test showed a significant pretest-to-posttest vocabulary improvement (t = -28.46, df = 14, 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

Matched (paired) t test on the experimental group's pretest and posttest vocabulary scores (means 11.00 and 27.86, N = 15 per the article's tables). The article reports "a significant difference between the mean scores" indicating meaningful improvement; no effect size is printed.

"the results from the pre/postte st vocabulary scores indicate that there is a significant difference between the mean scores of the par ticipants in their performances on the test ( t = -28.46, df = 14, α = 0.05, p = 0.00)"

Discussion¶

Learner Variables¶

• Reading and Language — outcome: instruction changes it
• Vocabulary — outcome: instruction changes it

Related Claims¶

• Control-group learners also improved significantly from pretest to posttest, but less than the storytelling group — related
• A storytelling approach produced significantly higher vocabulary posttest scores than traditional instruction for young Iranian EFL learners — related
• Delayed-posttest retention scores did not significantly differ by digital storytelling, though experimental-group means were higher — related
• Within the task-based group, technical vocabulary scores rose significantly from pre-test to post-test — related