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ERIC Number: EJ1128108
Record Type: Journal
Publication Date: 2015-Jun
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2203-4714
EISSN: N/A
Anchoring Effects of English Vocabulary Instruction: The Case of Pre-University Students
Deylamsalehi, Anahita; Barjasteh, Hamed; Vaseghi, Reza
Advances in Language and Literary Studies, v6 n3 p138-143 Jun 2015
The main purpose of this study is to investigate the effectiveness of employing Concept Mapping (hereafter CM) in vocabulary instruction on Iranian pre-university students. This study also seeks to find whether there is difference between male and female students' vocabulary learning when they are subjected to CM instruction. In so doing, an Oxford Placement Test was administered among 120 pre-university students in two high schools in Iran. Eighty students who scored between +1 and -1 standard deviation above and below the mean were selected and randomly assigned into concept mapping group (CM) and non-concept mapping group (NCM) (20 male and 20 female). The results indicated that the CM group outperformed the NCM group in vocabulary learning. It was also revealed that there was no significant difference between males and females. Some pedagogical implications in the EFL context are discussed in the subsequent section.
Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran; New Jersey
Grant or Contract Numbers: N/A