Iranian intermediate EFL learners taught reading with CALL software scored significantly higher on reading comprehension than learners taught the same texts from printed pages¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2012 · not yet checked against its sources · 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 (CALL) group significantly outperformed the control (printed-text) group on the reading comprehension post-test. → Mahnaz Saeidi & Mahsa Yusefi 2012
Evidence¶
Mahnaz Saeidi & Mahsa Yusefi 2012¶
Mahnaz Saeidi & Mahsa Yusefi. (2012). The Effect of Computer-Assisted Language Learning on Reading Comprehension in an Iranian EFL Context. EUROCALL Conference, Gothenburg, Sweden, Proceedings. Research-publishing.net. https://eric.ed.gov/?id=ED574943
q2 · i? · causal · r2
Quasi-experimental comparison of two intact groups of Iranian female intermediate EFL learners (40 analyzed) taught the same texts over ten sessions, via three software packages versus printed pages. The article reports "a significant difference in post-test scores" favoring the experimental group, t(38) = -5.741, p = .0001; no effect size is printed.
"there was a significant difference in post-test scores for the experimental group (M = 16.10, SD = 1.17) and control group (M = 13.80, SD = 1.36), t(38) = -5.741, p = .0001"
Discussion¶
Related Claims¶
- Instruction through Telegram groups produces significantly higher intermediate EFL reading comprehension post-test scores than traditional classroom instruction — related
- Teacher-student interactive semantic mapping produced higher EFL reading comprehension posttest scores than teacher-initiated and student-mediated semantic mapping — related
- Multimedia glosses improve EFL students' immediate vocabulary acquisition relative to reading the same texts without glosses — related
- Telegram-group instruction yields significantly larger reading comprehension gain scores than traditional classroom instruction, with a printed effect size of .50 — related
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