Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.11861/10677
Title: A Bayesian approach to (re)examining learning effects of cognitive linguistics–inspired instruction
Authors: Dr. WONG Man Ho, Ivy 
Prange, Jakob 
Issue Date: 2024
Source: Studies in Second Language Acquisition, 2024, pp.1-21.
Journal: Studies in Second Language Acquisition 
Abstract: This study closely replicates Wong, Zhao, & MacWhinney (2018), who found that cognitive linguistics–inspired instruction (i.e., schematic diagram feedback) demonstrated a superiority effect over traditional instruction (i.e., rule and exemplar feedback or corrective feedback) on the translation test but not the cloze test. While the original study adopted the null hypothesis testing approach, the current study adopted Bayesian mixed effects logistic models to investigate how different variables might affect the learnability of prepositions among 81 Chinese-speaking learners of English. The research design, materials, and procedure are nearly identical to those of the original study except for an added delayed posttest. Our findings are generally consistent with the results reported in the original study, indicating that the cognitive linguistics–informed instruction demonstrates superiority effect. Furthermore, these positive learning outcomes persist over time, as evidenced by the results of the delayed posttest.
Type: Peer Reviewed Journal Article
URI: http://hdl.handle.net/20.500.11861/10677
ISSN: 0272-2631
1470-1545
DOI: 10.1017/S0272263124000603
Appears in Collections:English Language & Literature - Publication

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