Traditional vocabulary techniques alone produced no statistically significant pretest-to-posttest gain in the control group¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The control group, taught via synonym, antonym, definition and mother-tongue translation, showed a non-significant increase from pretest to posttest (P=0.07). → Najafi and Talebinezhad 2018

Evidence¶

Najafi and Talebinezhad 2018¶

Maryam Najafi, Mohammad Reza Talebinezhad. (2018). The Impact of Teaching EFL Medical Vocabulary Through Collocations on Vocabulary Retention of EFL Medical Students. Advances in Language and Literary Studies, 9(5). https://doi.org/10.7575/aiac.alls.v.9n.5p.24

q2 · i? · causal · r1

Paired t-test in the control group (n=30) taught by conventional techniques; the paired comparison was not significant (P=0.07). Equivalence was not tested and no effect size is printed.

"in the control group, the mean pretest score was 8.7±6.5, which was increased to 11.1±8.5 after the treatment (P=0.07)"

Discussion¶

Related Claims¶

• Teaching medical vocabulary through collocations produced higher posttest scores than traditional techniques in Iranian EFL medical students — a broader claim this one bears on
• Traditional vocabulary teaching produced no statistically significant pretest-to-posttest gain in the control group — possibly the same claim (merge candidate)
• The control group taught by the traditional method showed no significant pre-test to post-test improvement — related