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Three-test retention design for vocabulary teaching (pre-test, immediate post-test, two-week delayed post-test)

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The study's measurement instrument is a translation test of ten sentences, each containing one target equivocal word, administered three times. Test I before instruction showed participants did not know the words; Test II immediately after instruction checked understanding; Test III two weeks later measured retention and correct use. German learners took an inverse translation from German into Spanish.

Design Implications

Context

Requirements

  • The same ten-sentence translation test administered at all three time points to both control and experimental groups

Constraints

  • Retention was assessed only at a two-week delay in this pilot study

Target Learners

  • Adult Spanish foreign-language learners of English and German (B1)

Learning Goals

  • Retention and correct use of equivocal vocabulary

Claims

Examples

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Key Sources

  • Sanchez, A. C. & Magro, L. J. C. (2018). Humour in the teaching of English and German equivocal words. Cypriot Journal of Educational Sciences, 13(4), 645-653. https://www.cjes.eu
Page metadata
Field Value
type design
id three-test-vocabulary-retention-design
title Three-test retention design for vocabulary teaching (pre-test, immediate post-test, two-week delayed post-test)
description The study's measurement instrument is a translation test of ten sentences, each containing one target equivocal word, administered three times.
status review
generated by process:settle-candidates on 2026-11-01
trust unverified — no one has confirmed this page's content
sources 1 — sanchez-2018

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