The 3-2-1 strategy shows its strongest effect on EFL students' ability to answer factual/detail questions¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 ANCOVA showed a strong effect of strategy use on answering text-detail questions, F(1, 82) = 88.23, partial eta squared = .52, with 52% of variance explained. → Alsamadani 2011

Evidence¶

Alsamadani 2011¶

Hashem Ahmed Alsamadani. (2011). The Effects of the 3-2-1 Reading Strategy on EFL Reading Comprehension. English Language Teaching, 4(3). https://doi.org/10.5539/elt.v4n3p184

q3 · i3 · causal · r2

Item-level ANCOVA on the 85-student quasi-experiment at alpha = .01, with η² = .52 (partial eta squared = .52), a large printed effect size. The author's stated explanation is that "students used the discussion time to determine their understanding (comprehension) and utilized questions to strengthen this understanding".

"Theses results show a strong effect of strategy use on the students' ability to answer questions about text details, F (1, 82) = 88.23, P = .000, partial eta squared = .52."

Discussion¶

Related Claims¶

• The 3-2-1 strategy significantly improves EFL students' ability to answer main-idea questions — related
• The 3-2-1 strategy shows no statistically significant effect on EFL students' ability to summarize the text — related
• Training Saudi EFL college students in the 3-2-1 reading strategy for six weeks significantly improves their reading comprehension compared with no strategy training — a broader claim this one bears on