Both DS-integrated and traditional writing instruction significantly improved narrative writing scores from pre-test to post-test¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2 · i3 large
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 The control group improved significantly from pre-test to post-test (F(1,19) = 77.067, p < .001, partial η2 = .802; MD = 7.60). → Balaman 2018 q2 i3 The experimental group improved significantly from pre-test to post-test (F(1, 22) = 179.247, p < .001, partial η2 = .891; MD = 14.48). → Balaman 2018 (2)

Evidence¶

Balaman 2018¶

Balaman, S. (2018). Digital storytelling: A multimodal narrative writing genre. Journal of Language and Linguistic Studies, 14(3), 202-212. https://eric.ed.gov/?id=EJ1193109

q2 · i3 · causal · r1

Follow-up GLM ANOVA within the control group taught through traditional writing practices. The article reports the group "significantly scored higher at the post-test compared to the pretest" with partial η2 = .802 and MD = 7.60.

"Follow-up ANOVAs indicated a significant difference between the control group’s pre-and post-test writing scores, F (1,19) = 77.067, p < .001, partial η2 = .802, meaning that the control group significantly scored higher at the post-test compared to the pretest"

Balaman 2018 (2)¶

Balaman, S. (2018). Digital storytelling: A multimodal narrative writing genre. Journal of Language and Linguistic Studies, 14(3), 202-212. https://eric.ed.gov/?id=EJ1193109

q2 · i3 · causal · r1

Follow-up GLM ANOVA within the experimental group receiving DS-integrated narrative writing instruction. The article reports the group "increased their scores from the pre-test to the post-test significantly" with partial η2 = .891 and MD = 14.48.

"A significant difference in experimental group’s pre -and posttest results was also elicited, F (1, 22) = 179.247, p < .001, partial η2 = .891."

Discussion¶

Related Claims¶

• A 2×2 mixed ANOVA showed a significant time-by-group interaction in narrative writing scores favoring DS-integrated instruction over traditional writing instruction — related
• The experimental and control groups did not differ significantly at pre-test but the experimental group outperformed the control group at post-test — related
• Both groups improved from pre-test to post-test, but the experiment group's within-group gains in mastery goal and achievement were larger than the control group's — related
• In one quasi-experiment in EFL writing classes, students given AI-peer integrated feedback reported higher posttest cognitive engagement than students given conventional peer feedback — related
• Structured AI-supported writing instruction produced a large posttest writing proficiency advantage over traditional instruction in Saudi EFL undergraduates — related
• Only the experimental group showed a significant pretest-to-posttest change in difference scores — reports the opposite