The Comprehensive Charts instruction was most effective for advanced achievers, with no significant effect for lower proficiency subgroups¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · 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? ANOVA on recognition scores showed a significant instruction effect for the whole group and for the advanced achiever subgroup only; low, intermediate, and high achiever subgroups did not reach significance. → Tsai 2017
Evidence¶
Tsai 2017¶
Tsai, Min-hsiu. (2017). Reusing Comprehensive Charts of Tense Forms to Teach EFL Students in a University of Science and Technology. World Journal of Education, 7(3). https://doi.org/10.5430/wje.v7n3p115
q2 · i? · causal · r1
ANOVA of recognition scores by achievement quartile (228 participants). Whole group: F = 9.120, p = .003; advanced achievers: F = 5.934, p = .018; low achievers p = .762, intermediate p = .286, high p = .175. The article concludes the instruction "was most effective on the advanced achievers".
"Table 11 verifies again that the instruction with the Comprehensive Charts was a factor to the recognition task performance for the whole group at the significant level of .01. Regarding the individual groups, only the advanced achiever group reached the significant level (p ＜.05)."
Discussion¶
Related Claims¶
- CHLS self-study significantly benefited advanced-level students but not intermediate- or lower-level students — possibly the same claim (merge candidate)
- Intermediate- and lower-level subgroups showed no significant posttest differences between CHLS and control conditions — related
- Two-way ANOVA on post-test performance showed significant main effects of group and achievement subgroup and a significant group-by-subgroup interaction — related
- Chart instruction significantly improved translation of the present perfect continuous sentence but not the two passive tense sentences — related
- Instruction with the Comprehensive Charts significantly improved EFL freshmen's tense-form recognition in the non-written context — related
- Learners with better language competence outperformed lower-competence learners in tense-form learning with the Comprehensive Charts — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-02 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.