Task-based teaching of technical vocabulary produces significantly better post-test performance than traditional translation-based teaching in Iranian ESP courses¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? ESP students taught technical vocabulary through a task-based approach scored significantly higher on the post-test than students taught by the traditional method (t = -6.153, df = 48, p < .05). → Abdullah Sarani & Leila Farzaneh Sahebi 2012

Evidence¶

Abdullah Sarani & Leila Farzaneh Sahebi 2012¶

Abdullah Sarani & Leila Farzaneh Sahebi. (2012). The Impact of Task-based Approach on Vocabulary Learning in ESP Courses. English Language Teaching, 5(10). https://doi.org/10.5539/elt.v5n10p118

q2 · i? · causal · r2

Independent-sample t-test comparing post-test means of the randomly assigned control (traditional) and experimental (task-based) groups of 25 students each after thirteen weeks of instruction. The article reports t = -6.153 with 48 df, exceeding the critical value at the .05 level, and concludes the task-based approach had a significant effect.

"As it is demonstrated in the Table 5 the t-observed with its 48 degrees of freedom, was -6.153. In fact this t is larger than t-critical at 0.05 level of sign ificance (p< .05) which is (2.0 11). It means teaching technical vocabulary through task-based approach has a signif icant effect on ESP learners’ technical vocabulary improvement."

Discussion¶

Related Claims¶

• The control group taught by the traditional method showed no significant pre-test to post-test improvement — related
• In the task-based ESP class, male learners significantly outperformed female learners on the technical vocabulary post-test — 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