Task-based language assessment quizzes produced significantly higher posttest vocabulary scores than traditional assessment quizzes in a quasi-experimental Iranian EFL study¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group taught and quizzed via task-based assessment outperformed the control group on the vocabulary posttest, with a statistically significant independent-samples t-test. → 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

q2 · i? · causal · r1

Quasi-experimental pretest-treatment-posttest study of 30 Iranian EFL learners (EG N=15, CG N=15) taught vocabulary for 12 ninety-minute sessions. The article reports a significant independent-samples t-test: "a significant difference in how EG outperformed on the test compared to their counterparts in the control group."

"the results of independent sample t-test revealed a significant difference in how EG outperformed on the test compared to their counterparts in the control group."

Discussion¶

Related Claims¶

• Weaving TBLA into vocabulary classes may help learners notice gaps in their developing foreign-language vocabulary — related
• Task-based reading instruction produces significantly higher reading post-test scores than traditional reading instruction for intermediate Iranian EFL learners — related
• In a Thai university EFL course, students revising with Kahoot achieved higher adjusted post-test grammar and vocabulary scores than students revising with paper quizzes — related
• Vocabulary instruction with the educational marble game produced significantly higher adjusted post-test scores than traditional instruction in a German second-foreign-language course — related