EFL learners taught reading comprehension with animation films outperformed traditionally taught controls on a posttest¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The experimental group's posttest reading comprehension mean (15.90) was significantly higher than the control group's (14.17), with a printed effect size of ES=1.03 and r=0.458. → Torabian and Tajadini 2017

Evidence¶

Torabian and Tajadini 2017¶

Asefeh Torabian, Massoud Tajadini. (2017). Fostering EFL Learners' Reading Comprehension: Animation Film Technique. Advances in Language and Literary Studies, 8(2). https://doi.org/10.7575/aiac.alls.v.8n.2p.55

q3 · i3 · causal · r2

Independent-samples t-test comparing two groups of 30 pre-intermediate EFL learners after three months of instruction, twice a week, with animation films (6-7 minutes per session) in the experimental group. The article reports "the effect size was ES=1.03 and r= 0.458" (t=-3.98, df=58, p<0.01).

"the mean of reading comprehension in experimental group in post test (M2=15.90, SD2=1.81) was significantly more than control group (M1=14.17, SD1=1.56). Additionally, the effect size was ES=1.03 and r= 0.458."

Discussion¶

Related Claims¶

• Genre-based reading instruction produces significantly higher reading posttest scores than traditional instruction for Iranian female high school EFL learners — related
• Traditionally taught elementary EFL learners significantly outperform web-based learners in structural knowledge — related
• Elementary EFL learners taught through web-based instruction significantly outperform traditionally taught learners in reading comprehension — related