A Bayesian approach to (re)examining learning effects of cognitive linguistics–inspired instruction

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.