Work

A Bayesian approach to (reexamining) learning effects of cognitive linguistics-inspired instruction

Year: 2024

Type: article

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.

Source: White Rose Research Online (University of Leeds, The University of Sheffield, University of York)

Authors: Wong, Ivy, Prange, Jakob

Institutions: University of York, Hong Kong Shue Yan University, University of Augsburg

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funders: Hong Kong Polytechnic University, Standing Committee on Language Education and Research

Award: G2111060187