The program significantly improved linguistic life skills (oral interpersonal communication) versus control¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2015 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · 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.
q3 i3 Experimental groups significantly outperformed the control group on the oral interpersonal communication test post-test (η² = .85). → Abdelhalim 2015
Evidence¶
Abdelhalim 2015¶
Safaa M. Abdelhalim. (2015). Children Literature Based Program for Developing EFL Primary Pupils’ Life Skills and Language Learning Strategies. English Language Teaching, 8(2). https://doi.org/10.5539/elt.v8n2p178
q3 · i3 · causal · r2
One-way ANOVA on the oral communication post-test yielded F = 251.525, p = .0001, effect size η² = .85, favoring both experimental groups over control. The article reports this as a large effect.
"the proposed program had a large effect on experimental groups students’ life skills and language learning strategies on the posttest as compared to that of the control group students"
Discussion¶
Learner Variables¶
- Communication Skills — outcome: instruction changes it
- Social Awareness and Relationship Skills — outcome: instruction changes it
Related Claims¶
- A children-literature-based EFL program significantly improved fifth-grade pupils' cognitive life skills versus control — related
- The program significantly improved personal and social life skills versus control — related
- Teacher pre-training enhanced program effects on most measures but not on the cognitive situation test — related
- The program significantly improved pupils' use of language learning strategies versus control — related
- Experimental group taught with oral communicative tasks significantly outperformed the control group on all post-task speaking components — related
- Teaching Arabic oral skills with a Virtual Trip Model produces significantly higher post-test achievement than traditional teaching among third graders — related
- Pupils' life skills and language learning strategies improved significantly from pre-test to post-test within both experimental groups — related
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