Subtitled-video viewing outperformed traditional instruction on long-term vocabulary retention at a three-week delay¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The experimental group learning vocabulary through subtitled videos significantly outperformed the control group on the delayed post-test administered three weeks later. → Nader Asadi Aidinlou & Alireza Moradinejad 2016

Evidence¶

Nader Asadi Aidinlou & Alireza Moradinejad 2016¶

Nader Asadi Aidinlou & Alireza Moradinejad. (2016). Short-term and Long-term Retention of Vocabulary through Authentic Subtitled Videos. Advances in Language and Literary Studies. https://doi.org/10.7575/aiac.alls.v.7n.5p.14

q3 · i? · causal · r1

Independent t test on delayed post-test scores of the same 18-per-group sample; experimental mean 13.11 vs control mean 11.83, mean difference -1.278. The article reports "the difference is statistically significant, t (34) = -2.148".

"It shows that the difference is statistically significant, t (34) = -2.148, at p < .05, 2-tailed. However, this time the experimental group that had a slightly better performance."

Discussion¶

Learner Variables¶

• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• Authentic use of authentic materials motivated learners more than traditional teaching of the same materials — related
• Experimental-group learners maintained nearly the same vocabulary scores across the two test administrations — related
• Traditional explicit vocabulary instruction outperformed subtitled-video viewing on short-term retention in an 8-week EFL vocabulary course — related
• Most individual control-group learners' vocabulary scores declined from post-test to delayed post-test — related
• Multimedia glosses improve EFL students' vocabulary retention two weeks after treatment relative to no glosses — a broader claim this one bears on