Blended learning instruction significantly improved Iranian EFL learners' correct use of resumptive pronouns in writing from pretest to posttest¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The blended learning group's mean score rose substantially from pretest (M = 12.65) to posttest (M = 15.70). → Rajabi 2015 q2 i? The pretest-posttest difference for the blended learning group was statistically significant (t = -6.778, df = 19, Sig. .000). → Rajabi 2015 (2)

Evidence¶

Rajabi 2015¶

Rajabi, B., & Hashemian, M. (2015). A Comparative Study of the Effectiveness of Two Methods of Teaching Resumptive Pronouns in Writing: TBLT and Blended Learning. English Language Teaching, 8(9). https://doi.org/10.5539/elt.v8n9p196

q2 · i? · causal · r1

Paired pretest-posttest comparison of the blended learning group (BLG, N = 20) on a researcher-made resumptive-pronoun test, reported in Results section 4.2. The article reports the pretest mean was "substantially less than the mean score on the posttest"; no effect size is printed.

"In the BLG, the mean score on the pretest (M = 12.65) is substantially less than the mean score on the posttest (M = 15.70)."

Rajabi 2015 (2)¶

Rajabi, B., & Hashemian, M. (2015). A Comparative Study of the Effectiveness of Two Methods of Teaching Resumptive Pronouns in Writing: TBLT and Blended Learning. English Language Teaching, 8(9). https://doi.org/10.5539/elt.v8n9p196

q2 · i? · causal · r1

Paired samples t test for the BLG reported in Table 3: mean paired difference -3.05000, t = -6.778, df = 19, Sig. (2-tailed) .000. No standardized effect size is printed, so impact is null.

"BLG Pretest – Posttest -3.05000 2.01246 .45000 -3.99186 -2.10814 -6.778 19 .000"

Discussion¶

Related Claims¶

• Task-based language teaching with pre-writing planning significantly improved Iranian EFL learners' correct use of resumptive pronouns in writing from pretest to posttest — related
• The task-based method produced a more noticeable posttest effect on resumptive-pronoun learning than blended learning, though no between-group significance test is reported — related