The effect of CDA-based instruction on reading comprehension is greater for intermediate than advanced proficiency students¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Intermediate experimental students gained 8.32 points on average while advanced students gained 6.32, a significant difference between the two proficiency levels. → Javadi 2019

Evidence¶

Javadi 2019¶

Javadi, J., & Mohammadi, M. (2019). The Effect of Critical Discourse-Based Instruction on Iranian English Major Students’ Reading Comprehension. International Journal of Instruction, 12(1), 33-52. https://eric.ed.gov/?id=EJ1201136

q2 · i? · causal · r2

Independent t-test comparing mean gains of intermediate (n reported as 62 subjects overall pre-assignment) and advanced experimental students; the printed table gives t = 2.285, P = 0.026, and the article reports the intermediate gain exceeded the advanced gain.

"the mean scores of the intermediate students in the experimental groups increased by 08.32 and the average scores of the advanced level students increased by 06.32. Actually, reading comprehension of the intermediate level students has increased more than reading comprehension of the advanced level students."

Discussion¶

Related Claims¶

• Proficiency level (intermediate vs advanced) did not significantly influence reading or strategy gains in either language — reports the opposite
• Critical discourse-based instruction significantly improves EFL learners' reading comprehension compared with conventional instruction — a broader claim this one bears on
• L2 proficiency level significantly influences Iranian EFL learners' overall appropriateness of apology speech act production — related