Reflective blogfolios shifted EFL tertiary students' ways of knowing significantly toward more connected knowing¶

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? Students' ways-of-knowing scores rose significantly from pre- to post-assessment, reflecting movement from separate toward connected ways of knowing. → Ammar 2016

Evidence¶

Ammar 2016¶

Ammar, Abdullah Mahmoud Ismial. (2016). Reflective Blogfolios in the Language Classroom: Impact on EFL Tertiary Students' Argumentative Writing Skills and Ways of Knowing. Advances in Language and Literary Studies 7(5). http://dx.doi.org/10.7575/aiac.alls.v.7n.5p.247

q2 · i? · causal · r1

Paired samples t-test on the revalidated Ways-of-Knowing Scale for the same 51 students, means 2.5235 pre vs 3.5980 post; higher scores reflect "higher levels of connected knowing". No effect size is printed.

"A statistically significant difference exists between the participants' mean scores in the p re-post assessment of their ways of knowing (t= 10.650, P≥ .05), favoring the post -assessment results."

Discussion¶

Related Claims¶

• Reflective blogfolios in EFL writing classes produced statistically significant pre-post gains in tertiary students' argumentative essay writing skills — related
• The article argues connected ways of knowing are better predictors of quality argumentative writing performance than separate ways of knowing — related
• Ways of knowing predicted post-instruction argumentative writing performance but not pre-instruction performance — related