Critical discourse-based instruction significantly improves EFL learners' reading comprehension compared with conventional instruction¶

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? Experimental groups taught with Fairclough's CDA ten-question model scored significantly higher on the post-test than control groups taught conventionally, and gains were stable at one-month follow-up. → 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

Pre-test/post-test experimental study with repeated-measures ANOVA on 112 Iranian EFL undergraduates in control and experimental groups over 18 sessions; the article reports the experimental group's post-test mean rose to 79.32 from 71.89, and the article states "increased significantly in the post test compared to the pre-test".

"The mean scores of students in the experimental groups (both intermediate and advanced) have increased significantly in the post test compared to the pre-test. It means that the students' reading comprehension after passing the course through critical teaching has increased."

Discussion¶

Related Claims¶

• The effect of CDA-based instruction on reading comprehension is greater for intermediate than advanced proficiency students — a narrower finding that bears on this claim
• CDA-based reading instruction does not differ significantly between male and female EFL students — related
• CDA-based instruction is associated with high self-reported motivation, attitude change, and interest in text analysis among EFL students — related