Experimental-group EFL learners taught conditional sentences via an animated sitcom improved significantly from pretest to posttest (p=.003)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Iranian intermediate EFL learners exposed to the animated sitcom treatment showed a statistically significant pretest-to-posttest gain in conditional-sentence knowledge. → Saeedi and Biri 2016

Evidence¶

Saeedi and Biri 2016¶

Saeedi, Z., & Biri, A. (2016). THE APPLICATION OF TECHNOLOGY IN TEACHING GRAMMAR TO EFL LEARNERS: THE ROLE OF ANIMATED SITCOMS. Teaching English with Technology, 16(2), 18-39. https://www.tewtjournal.org

q2 · i? · causal · r1

Paired-samples t-test on the experimental group (N=17), who watched subtitled segments of The Looney Tunes Show over six sessions; mean rose from 17.41 to 18.17, "statistically significant ( p= .003)". No effect size is printed.

"The results reported in Table 3.3 indicate that this difference in mean scores from t he pretest to the posttest is statistically significant ( p= .003)."

Discussion¶

Related Claims¶

• Explicit instruction alone produced no statistically significant pretest-to-posttest gain in conditional sentences (p=.18) — related
• Experimental-group students held predominantly positive attitudes toward using the animated sitcom for grammar learning — related
• The animated-sitcom group outperformed the explicit-instruction control group on the posttest (p=.03) — possibly the same claim (merge candidate)