Synectics-based vocabulary teaching produces significantly higher learning of targeted vocabulary than the direct method in English preparatory classes¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i3 Experimental groups scored significantly higher than control groups on the 24 targeted words in the posttest (t=8.73, p<.00, d=1.87). → Bahadır ERİŞTİ – Mustafa POLAT 2017
Evidence¶
Bahadır ERİŞTİ – Mustafa POLAT 2017¶
Bahadır ERİŞTİ – Mustafa POLAT. (2017). THE EFFECTIVENESS OF SYNECTICS INSTRUCTIONAL MODEL ON FOREIGN LANGUAGE VOCABULARY TEACHING. International Journal of Languages’ Education and Teaching, Volume 5, Issue 2. https://doi.org/10.18298/ijlet.1753
q3 · i3 · causal · r2
True-experimental pretest-posttest study with two experimental and two control groups (39 experimental, 43 control students) in a state university English prep class; posttest covered 24 targeted words. The article reports means of 20.71 vs 14.04 and "Cohen’s d formula" value d=1.87, described as a powerful effect.
"the mean of the experimental groups is ( =20.71) and the mean of the control groups is ( =14.04). An independent t -test shows that the difference between the means of the groups is statistically significant in favor of the experi mental groups (t=8.73, p<.00)."
Discussion¶
Learner Variables¶
- Vocabulary — outcome: instruction changes it
Related Claims¶
- Synectics-based teaching produces significantly higher retention of indirectly learned vocabulary than the direct method — related
- Synectics-based vocabulary teaching produces significantly higher retention of targeted vocabulary than the direct method five weeks after instruction — related
- Synectics-based teaching leads students to learn far more words indirectly during the process, with significantly higher learning levels of those words — related
- 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 — related
- Supplemental blended learning with the Memrise app produced significantly higher post-test vocabulary scores than face-to-face instruction in Iranian EFL learners — related
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