Intermediate EFL learners taught vocabulary through online Wikipedia texts outperformed learners taught with printed Wikipedia handouts on a researcher-made vocabulary posttest¶
Claim · All claims
Evidence · 1 study · causalr1·q3· n=36
Currency · newest study 2014 · checked against its sources 2026-11-02 (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? After twelve instruction sessions, the randomly assigned Wikipedia group's posttest mean (17.00) was significantly higher than the Traditional group's (13.38), t with Sig. .000. → Khany & Khosravian 2014
Evidence¶
Khany & Khosravian 2014¶
Khany, R., & Khosravian, F. (2014). Iranian EFL learners' vocabulary development through Wikipedia. English Language Teaching, 7(7). doi:10.5539/elt.v7n7p57
q3 · randomised two-group experiment · i? · n=36 · causal · r1
Randomised experiment: 36 intermediate female EFL learners aged 16 to 22 at a language institute in Ilam, Iran, selected from 56 on an Oxford Placement Test, "randomly were assigned to two equal groups" of 18 (the procedure also says the placement test, used as the pretest, divided them into two homogeneous groups; pretest means 13.72 and 14.22, p = .612). Over twelve sessions in one semester the experimental group worked with online Wikipedia pages chosen for their hyperlinks, podcasts and videos and for learners' interests, and the control group with printed Wikipedia handouts. On a 30-item researcher-made multiple-choice vocabulary posttest, means were 17.00 (SD 1.78, Wikipedia) vs 13.38 (SD 1.91, Traditional); the independent samples t-test gave t = -5.85, df = 33.82, Sig. .000, which "confirms the significant difference between Traditional and Wikipedia groups' performance". No effect size is printed.
"The significance of .000 confirms the significant difference between Traditional and Wikipedia groups' performance. In other words, it denotes that students in the Wikipedia class had a performance that was superior to those in the Traditional class."
Discussion¶
Learner Variables¶
- Vocabulary — outcome: instruction changes it
Related Claims¶
- Iranian intermediate EFL learners taught reading with CALL software scored significantly higher on reading comprehension than learners taught the same texts from printed pages — related
- Teaching vocabulary through TMM software produced significantly higher post-test vocabulary scores than conventional instruction in Iranian intermediate EFL learners — 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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