The 3-2-1 strategy shows no statistically significant effect on EFL students' ability to summarize the text¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i0 negligible
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 ANCOVA found no statistically significant effect of the strategy on summary questions, F(1, 82) = 0.03, p = .870, partial eta squared = .00. → 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 · i0 · causal · r2

Item-level ANCOVA on the 85-student quasi-experiment at alpha = .01, with η² = .00 (partial eta squared = .00), a negligible printed effect size. The author explains that summarizing "is dependent on more than just understanding the text", including the ability to express understanding in writing and to recall what was read.

"The results indicate that there was no statistically significant effect of the strategy used on the students' ability to summarize the text, F (1, 82) = 0.03, p = .870, partial eta squared = .00."

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 significantly improves EFL students' ability to answer main-idea questions — 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 — related