Blended Blackboard CMC instruction using discussion boards, blogs and wikis significantly improves integrated reading/writing performance in EFL college students¶
Claim · All claims
Evidence · 1 study (4 entries) · causalr2·q2
Currency · newest study 2015 · checked against its sources 2026-11-03 (automated, 4 of 4 entries) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The experimental group showed statistically significant gains from pretest to posttest on reading, writing and overall integrated reading/writing performance (Table 5: p = .000 for reading and for writing, p = .01 for the combined score). → Alharbi 2015
q2 i? The experimental group significantly outperformed the control group on reading skills at post-test (t = 5.373, p = .000). → Alharbi 2015 (2)
q2 i? The experimental group significantly outperformed the control group on writing skills at post-test (t = 2.544, p = .014). → Alharbi 2015 (3)
q2 i? The experimental group significantly outperformed the control group on overall integrated reading/writing skills at post-test (t = 5.246, p = .000). → Alharbi 2015 (4)
Evidence¶
Alharbi 2015¶
Alharbi, M. (2015). Effects of Blackboard’s Discussion Boards, Blogs and Wikis on Effective Integration and Development of Literacy Skills in EFL Students. English Language Teaching, 8(6). https://doi.org/10.5539/elt.v8n6p111
q2 · i? · causal · r2
Pre-test/post-test comparisons within the experimental group (n = 30) on the Integrated Reading/Writing Test showed statistically significant improvement after the 16-week CMC-based blended course. Table 5 reports p = .000 for reading (t = -7.909) and for writing (t = -4.192), and p = .01 for the combined reading and writing score (t = -8.715); the prose summarises all three as p < .01.
"Data provided in Table 5 showing t-test comparisons of the participants’ performance for the experimental group on the Integrated Reading/Writing Test demonstrate that the increase in performance for this group was statistically significant (p < .01."
Alharbi 2015 (2)¶
Alharbi, M. (2015). Effects of Blackboard’s Discussion Boards, Blogs and Wikis on Effective Integration and Development of Literacy Skills in EFL Students. English Language Teaching, 8(6). https://doi.org/10.5539/elt.v8n6p111
q2 · i? · causal · r2
Post-test comparison of reading skills between the experimental group (M = 44.20, SD = 3.76) and control group (M = 35.80, SD = 4.11) yielded t = 5.373, p = .000, favoring the experimental group.
"Reading skills Experimental 30 44.20 3.75760 5.373 .000 Control 30 35.80 4.10607"
Alharbi 2015 (3)¶
Alharbi, M. (2015). Effects of Blackboard’s Discussion Boards, Blogs and Wikis on Effective Integration and Development of Literacy Skills in EFL Students. English Language Teaching, 8(6). https://doi.org/10.5539/elt.v8n6p111
q2 · i? · causal · r2
Post-test comparison of writing skills between the experimental group (M = 43.97, SD = 2.83) and control group (M = 34.13, SD = 3.18) yielded t = 2.544, p = .014, favoring the experimental group.
"Writing skills Experimental 30 43.97 2.83431 2.544 .014 Control 30 34.13 3.17692"
Alharbi 2015 (4)¶
Alharbi, M. (2015). Effects of Blackboard’s Discussion Boards, Blogs and Wikis on Effective Integration and Development of Literacy Skills in EFL Students. English Language Teaching, 8(6). https://doi.org/10.5539/elt.v8n6p111
q2 · i? · causal · r2
Post-test comparison of overall integrated reading/writing skills between the experimental group (M = 88.17, SD = 4.87) and control group (M = 69.93, SD = 6.02) yielded t = 5.246, p = .000, favoring the experimental group.
"Reading & writing skills Experimental 30 88.17 4.86614 5.246 .000 Control 30 69.93 6.02316"
Discussion¶
Related Claims¶
- EFL students in the blended Blackboard course reported positive attitudes toward using discussion boards, blogs and wikis for integrated reading/writing — related
- Students identified peer interaction and writing outlet/access as the most positive features of the e-course tools — related
- Blackboard-based instruction produced statistically significant pre-to-post achievement gains in the EFL teaching methods course for the experimental group — related
- Blackboard-based blended teaching produced significantly higher academic achievement than traditional teaching, with η² = 0.75 — related
- Blackboard-based instruction was more effective than traditional instruction in improving post-test achievement, with the experimental group outperforming the control group — related
- Online instruction through the CMC-ELT blended model significantly improved MA TEFL students' teaching skills in Pakistan — related
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by process:wiki-ingest on 2026-11-03 |
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