EFL junior-high students taught listening comprehension with authentic materials scored significantly higher on a post-test than students taught with non-authentic materials¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group's post-test mean (78.95) exceeded the control group's post-test mean (70), with t = 5.09 higher than the t-table value 2.02 at df = 36, so the alternative hypothesis was accepted. → Dewi 2018

Evidence¶

Dewi 2018¶

Resti Citra Dewi. (2018). Utilizing Authentic Materials on Students' Listening Comprehension: Does it have Any Influence? Advances in Language and Literary Studies, 9(1). https://doi.org/10.7575/aiac.alls.v.9n.1p.70

q2 · i? · causal · r1

Post-test comparison of the two groups in this experimental study (38 experimental, 38 control students). The table reports experimental mean "78,95" versus control mean 70, t = 5.09, df = 36, significant at the 0.05 level; no standardized effect size is printed.

"Post-Test experimental 38 78,95 8,79 5,09 36 0,000** Post-Test control 38 70 8,78"

Discussion¶

Learner Variables¶

• Oral Language — outcome: instruction changes it

Related Claims¶

• The experimental group taught with authentic materials (songs) improved significantly from pre-test to post-test in listening comprehension — related
• The control group taught with non-authentic materials also improved significantly from pre-test to post-test in listening comprehension — related
• In one Iranian study of two high-school EFL classes, the class taught with 21st century skills scored significantly higher in listening than the class taught traditionally — related
• The experimental class taught with OTIL lessons in Moodle scored significantly higher on the listening post-test than the control class — related