Experimental-group posttest means exceed control-group means on both implicit and explicit knowledge measures¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? On implicit knowledge, the experimental group (M = 47.02, SD = 5.74) scored significantly higher than the control group (M = 31.88, SD = 5.10). → Ebadi et al. 2013 q3 i? On explicit knowledge, the experimental group (M = 37.34, SD = 2.97) scored significantly higher than the control group (M = 27.68, SD = 3.07). → Ebadi et al. 2013 (2)

Evidence¶

Ebadi et al. 2013¶

Rohollahzadeh Ebadi, M., Mohd Saad, M. R., & Abedalaziz, N. (2013). Explicit Form Focus Instruction: The Effects on Implicit and Explicit Knowledge of ESL Learners. Malaysian Online Journal of Educational Science, 2(4). https://eric.ed.gov/?id=EJ1086281

q3 · i? · causal · r2

Descriptive group means from Table 2 of the ANCOVA study (experimental n=47, control n=44) for implicit knowledge. The article reports these unadjusted means and notes "virtually no difference between the experimental group and control group remains after differences in pretest scores are controlled".

"students in the experimental group ( M = 47.02, SD = 5.74) scored significantly higher than students in the control group (M = 31.88, SD = 5.10)"

Ebadi et al. 2013 (2)¶

Rohollahzadeh Ebadi, M., Mohd Saad, M. R., & Abedalaziz, N. (2013). Explicit Form Focus Instruction: The Effects on Implicit and Explicit Knowledge of ESL Learners. Malaysian Online Journal of Educational Science, 2(4). https://eric.ed.gov/?id=EJ1086281

q3 · i? · causal · r2

Descriptive group means from Table 4 for explicit knowledge in the same experiment. The article reports these unadjusted means alongside adjusted means showing the same group separation.

"students in the experimental group ( M = 37.34, SD = 2.97) scored significantly higher than students in the control group (M = 27.68, SD = 3.07)"

Discussion¶

Related Claims¶

• Explicit form focus instruction with metalinguistic corrective feedback significantly improves adult ESL learners' implicit grammatical knowledge — a narrower finding that bears on this claim
• Explicit form focus instruction with metalinguistic corrective feedback significantly improves adult ESL learners' explicit grammatical knowledge — a narrower finding that bears on this claim
• After a 27-week performance-focused intervention, 9th-grade students in the experimental group scored significantly higher on the posttest performance measure than control-group students — related