CALL instruction produced significantly better TOEIC listening score gains than traditional textbook instruction in a quasi-experiment with two groups of 25 Vietnamese college students¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2 · i3 large
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 The treatment (CALL) group improved significantly better than the control (traditional) group on TOEIC listening scores (group effect partial eta-squared = .138). → Nguyen Van Han & Henriette van Rensburg 2014 q2 i3 The group-by-test-type interaction was statistically significant (partial eta-squared = .163), indicating the CALL group's gain exceeded the control group's gain. → Nguyen Van Han & Henriette van Rensburg 2014 (2)

Evidence¶

Nguyen Van Han & Henriette van Rensburg 2014¶

Nguyen Van Han & Henriette van Rensburg. (2014). The Effect of Computer Assisted Language Learning (CALL) on Performance in the Test of English for International Communication (TOEIC) Listening Module. English Language Teaching, 7(2). https://doi.org/10.5539/elt.v7n2p30

q2 · i3 · causal · r2

Quasi-experiment with two intact classes of 25 students each at the College of Finance and Customs, same teacher and major. The two-way mixed ANOVA revealed a significant group effect with printed effect size partial eta-squared = .138: "group (treatment vs. control) (F = 7.681, p = .008, partial eta-squared = .138)".

"group (treatment vs. control) (F = 7.681, p = .008, partial eta-squared = .138)"

Nguyen Van Han & Henriette van Rensburg 2014 (2)¶

Nguyen Van Han & Henriette van Rensburg. (2014). The Effect of Computer Assisted Language Learning (CALL) on Performance in the Test of English for International Communication (TOEIC) Listening Module. English Language Teaching, 7(2). https://doi.org/10.5539/elt.v7n2p30

q2 · i3 · causal · r1

Same quasi-experimental ANOVA analysis. The interaction between test type and group was significant with printed effect size partial eta-squared = .163: "the interaction between these two variables (F = 9.318, p = .004, partial eta-squared = .163)", supporting greater improvement in the CALL group.

"the interaction between these two variables (F = 9.318, p = .004, partial eta-squared = .163)"

Discussion¶

Related Claims¶

• 84% of treatment-group students reported their TOEIC listening skills were enhanced through the CALL course with authentic materials — related
• TOEIC listening scores improved significantly from pre-test to post-test regardless of group (test-type effect, partial eta-squared = .231) — related
• Treatment students preferred communicative CALL tasks or a combination of methods over traditional teacher/CD-player listening (48% preferred both, 36% preferred CALL) — related
• Interactive multimedia materials using Wondershare Quizcreator produced significantly higher posttest listening scores than audio materials in a quasi-experiment with 72 undergraduates — related
• Learners taught 40 figurative idioms via WhatsApp MMS messages scored significantly higher on the posttest than learners taught with traditional paper-based activities — related
• Before the course, 72% of surveyed students held no English certificate and Part IV (Short Talks) was the most commonly reported weak TOEIC listening part (46%) — related
• Computer-based science and technology instruction produces significantly higher corrected post-test problem solving skill scores than traditional teaching — related