Learners attributed AWT's greatest benefits to socialization and vocabulary learning, and all 18 experimental participants found the technique helpful¶

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? In open-ended questionnaire answers, socialization was the most cited benefit of AWT (n=11), vocabulary boost the most cited contribution to writing (n=10), and all 18 participants answered yes when asked whether the technique was helpful. → Nazife Burcu TAKIL 2016

Evidence¶

Nazife Burcu TAKIL 2016¶

Nazife Burcu TAKIL. (2016). The use of “ask, write, throw” technique as a writing skill practice when teaching Turkish as a foreign language. Educational Research and Reviews. https://doi.org/10.5897/ERR2016.2682

q2 · i? · causal · r1

Open-ended questionnaire given to the 18 experimental learners after 8 weeks; answers categorized by two scholars with Cohen's Kappa of 0.812–0.918 (p<0.05). Table 9 shows socialization (n=11), psychological (n=5), daily life (n=2); Table 10 shows vocabulary boost (n=10).

"All participants in the eight week process of the study found the AWT technique useful and helpful for them (n=18)."

Discussion¶

Related Claims¶

• Adolescent EFL learners perceive cartoon-based pictorial elucidation as helpful for accurate vocabulary use and engagement — related
• Before the intervention, the AWT experimental group and the traditional-instruction control group showed no significant difference on any of the five writing-skill criteria — related