Storytelling instruction increased English vocabulary test performance among five-year-old Iranian kindergarten children in a one-group pre-test post-test study¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After a six-session storybook-based instruction, the kindergarten group's vocabulary test mean rose from 19.30 on the pretest to 23.40 on the posttest, an increase the article reports as significant. → Abasi and Soori 2014

Evidence¶

Abasi and Soori 2014¶

Maasumeh Abasi, Afshin Soori. (2014). Is Storytelling Effective in Improving the English Vocabulary Learning among Iranian Children in Kindergartens? International Journal of Education & Literacy Studies, 2(3). https://doi.org/10.7575/aiac.ijels.v.2n.3p.7

q2 · i? · causal · r1

One-group pre-test post-test quasi-experiment with 20 five-year-old children (9 boys, 11 girls) in a private kindergarten in Kerman, Iran, taught the storybook Three Bears. The posttest mean was 23.40 versus a pretest mean of 19.30; the article reports "a significant increase" with no effect size printed.

"Moreover, in comparison to the pre-test, the mean of the group in the post-test showed a significant increase. This indicates that storytelling is effective in improving the children’s vocabulary learning."

Discussion¶

Related Claims¶

• Experimental-group learners significantly improved vocabulary knowledge from pretest to posttest after storytelling instruction — related
• A storytelling approach produced significantly higher vocabulary posttest scores than traditional instruction for young Iranian EFL learners — related
• Game-based vocabulary tasks improve young elementary-level EFL learners' vocabulary achievement compared with traditional instruction — related