WhatsApp-delivered vocabulary instruction produced significantly higher post-test vocabulary scores than traditional classroom instruction among Iranian junior high school EFL learners¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2016 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Iranian junior high school EFL students taught vocabulary via WhatsApp for four weeks scored significantly higher on a vocabulary post-test than students taught the same vocabulary by traditional classroom methods (p < 0.001). → Sanaz Jafari & Azizeh Chalak 2016
Evidence¶
Sanaz Jafari & Azizeh Chalak 2016¶
Sanaz Jafari & Azizeh Chalak. (2016). The Role of WhatsApp in Teaching Vocabulary to Iranian EFL Learners at Junior High School. English Language Teaching, 9(8). https://doi.org/10.5539/elt.v9n8p85
q3 · i? · causal · r2
Study the authors call a true experimental design, with 60 elementary-level Iranian EFL students (30 male, 30 female) at two junior high schools, chosen by random sampling and assigned to control and experimental groups (four English classes); the article does not say the assignment to groups was random. Pre-test scores did not differ significantly between groups. An independent-sample t-test on post-test scores showed the experimental group outperformed the control group, "p < 0.001". No effect size is printed.
"The mean post-test score of CG and EG was 19.23 and 23.93 with standard deviation of 1.99 and 3.66, respectively. There was a statistically significant difference in vocabulary po st-test scores for the learners in control and experimental groups ( p < 0.001, Table 3)."
Discussion¶
Learner Variables¶
- Vocabulary — outcome: instruction changes it
Related Claims¶
- Learners taught 40 figurative idioms via WhatsApp MMS messages scored significantly higher on the posttest than learners taught with traditional paper-based activities — related
- Chinese EFL students learning vocabulary via daily SMS messages outperformed a paper-based self-regulated group on the immediate posttest after a three-week intervention — related
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