Traditional vocabulary instruction also produces a statistically significant vocabulary gain in preschool EFL children¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Preschool children taught the same 20 target words through traditional vocabulary instruction improved significantly from pre-test to post-test, with a large eta squared effect. → Basoz 2016

Evidence¶

Basoz 2016¶

Basoz, T. & Can, T., D. (2016). The effectiveness of computers on vocabulary learning among preschool children: A semiotic approach. Cypriot Journal of Educational Science, 11(1), 02-08. http://sproc.org/ojs/index.php/cjes/

q2 · i? · causal · r2

Paired-samples t-test on the TVI control group (n=19) in the same quasi-experimental pre/post study. The article reports a statistically significant pre-to-post difference with eta squared (.09) described as a large effect size; no standardised effect size is printed.

"there was a statistically significant difference between the group’s pre-test (M= .36, SD= 1.01) and post-test scores (M=14.78, SD= 4.31), t (18)= -15.48, p< .05 (t wo-t ailed). T he et a squared st at ist ic (.09) showed a large effec t size."

Discussion¶

Learner Variables¶

• Vocabulary — outcome: instruction changes it

Related Claims¶

• Computer assisted vocabulary instruction produces a statistically significant vocabulary gain in preschool EFL children — related
• CAVI and TVI groups were equivalent in target vocabulary knowledge before the experiment — related
• No significant difference in preschool vocabulary gain between computer assisted and traditional vocabulary instruction — related