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| Main Author: | |
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| Format: | Recurso digital |
| Language: | English |
| Published: |
Zenodo
2025
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| Subjects: | |
| Online Access: | https://doi.org/10.5281/zenodo.15573857 |
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Table of Contents:
- <table> <tbody> <tr> <td> <div> <p><span lang="EN-US">This study investigates the identification and remediation of errors in English language learning through an analysis of student performance on vocabulary tests categorized by word difficulty: Easy, Moderate, and Hard. The research aimed to evaluate the effectiveness of instructional interventions by comparing pre-test and post-test scores of students. Three hypotheses were formulated to determine whether significant differences existed in student scores across the three subtests.</span></p> <p><span lang="EN-US">The findings revealed a statistically significant improvement in students' performance from pre-test to post-test across all word difficulty levels. For Subtest I (Easy Words), Subtest II (Moderate Words), and Subtest III (Hard Words), the computed t-values were 1.68, 1.70, and 1.72 respectively, indicating improvements though the gender-based differences were not statistically significant at the 0.05 confidence level. This supports the conclusion that the applied remediation strategies were effective in enhancing vocabulary acquisition, regardless of gender.</span></p> <p>The study underscores the importance of targeted interventions and error analysis in improving learners' language proficiency. These results have implications for curriculum designers and educators aiming to refine in</p> </div> </td> </tr> </tbody> </table>