At baseline, students in both groups showed low knowledge of aphorisms, proverbs and sayings, with no student at the high level¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: baselines and conditions change

Subclaims¶

q2 i? On the diagnostic 10-question test, most students in both groups scored below average and none reached the high level of knowledge of aphorisms, proverbs and sayings. → Sadykova 2014

Evidence¶

Sadykova 2014¶

Sadykova, A. G., Yashina, M. E., & Sharafieva, A. D. (2014). Citation as a Stimulus to Boost Students' Communication Skills at the English Lessons. English Language Teaching, 7(12). https://doi.org/10.5539/elt.v7n12p12

q2 · i? · causal · r1

Diagnostic phase: both subgroups of 13 students took a test of 10 questions with one correct answer among three options. The authors attribute the satisfactory-only performance to unfamiliarity of the subject and limited vocabulary; Tables 1-2 show 0% at high level in both groups.

"Obviously, because of certain circumstances, namely, firstly, the subject was not familiar, and secondly, lack of a high level of knowledge of the language and rich vocabulary of the selected items of certain proverbs and aphorisms, students in both groups coped satisfactorily with the test."

Discussion¶

Related Claims¶

• The experimental group showed increased motivation and improved communication skills after citation-based lessons, while the control group remained virtually unchanged — related
• A series of lessons using citations raised senior students' proficiency in using quotations, with 85% of the experimental group reaching the high level versus none in the control group — related