Weaving TBLA into vocabulary classes may help learners notice gaps in their developing foreign-language vocabulary¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The author concludes that integrating task-based language assessment into vocabulary learning is helpful and may create opportunities for learners to notice gaps in their developing vocabulary. → Hamzeh 2016

Evidence¶

Hamzeh 2016¶

Alireza Hamzeh. (2016). Investigating the Washback Effects of Task-based Instruction on the Iranian EFL Learners' Vocabulary Learning. English Language Teaching, 9(12). http://dx.doi.org/10.5539/elt.v9n12p16

q1 · i? · causal · r1

Authors' concluding interpretation (type e) drawn from the quasi-experiment; the article offers this gap-noticing mechanism as an interpretation rather than a separately measured result, stating "washback may offer opportunities to notice the gaps."

"it can be concluded that weaving TBLA into English learning classes in general and vocabulary learning in particular is helpful and washback may offer opportunities to notice the gaps in their developing foreign language vocabulary as a sub-skill."

Discussion¶

Related Claims¶

• Task-based language assessment quizzes produced significantly higher posttest vocabulary scores than traditional assessment quizzes in a quasi-experimental Iranian EFL study — related
• A sizable repertoire of formulaic sequences benefits second-language learners, but learners are slow to close the gap with native speakers in formulaic language — related