EFL students who watched YouTube clips during reading activities scored significantly higher on a vocabulary post-test than students not exposed to the videos¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The experimental group's post-test scores (M=46.5, SD=8.6) were significantly higher than the control group's (M=31.3, SD=9.2), t(98)=7.515, p<0.05. → Kabooha and Elyas 2018

Evidence¶

Kabooha and Elyas 2018¶

Raniah Kabooha & Tariq Elyas. (2018). The Effects of YouTube in Multimedia Instruction for Vocabulary Learning: Perceptions of EFL Students and Teachers. English Language Teaching, 11(2). https://doi.org/10.5539/elt.v11n2p72

q3 · i? · causal · r2

Independent-sample t-test comparing post-test scores of the experimental group (75 students who watched YouTube) and control group (25 students) after a seven-week module. The article reports the experimental group 'were significantly higher' with t(98)=7.515, p<0.05; no effect size is printed.

"the post-test scores of the students in the experimental group (M= 46.5, SD= 8.6) were significantly higher ( t (98) = 7.515, p< 0.05) when compared to the scores of the students in the control group (M= 31.3, SD= 9.2)"

Discussion¶

Related Claims¶

• Teachers perceived YouTube videos as beneficial for teaching English vocabulary, and unanimously agreed they need special training to use it effectively — related
• Humorous video clips improve Iranian undergraduate EFL learners' idiom achievement compared with conventional instruction without clips — related
• Intermediate EFL learners who watched BBC World clips with bimodal English subtitles significantly outperformed the no-subtitle and control groups on a vocabulary posttest — related