The 3-2-1 strategy significantly improves EFL students' ability to answer main-idea 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 at the item level showed a statistically significant gain on main-idea questions, F(1, 82) = 32.02, partial eta squared = .28. → 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 same 85-student quasi-experiment, with alpha re-adjusted to .01 to avoid type I error. The author notes students "provided more correct answers to the main idea questions in the post-test than in the pre-test", with η² = .28 (partial eta squared = .28), a large printed effect size.

"The results indicate that there was a statistically significant gain in scores for the main idea questions, F (1, 82) = 32.02, p = .000, partial eta squared = .28."

Discussion¶

Related Claims¶

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