The experimental group showed increased motivation and improved communication skills after citation-based lessons, while the control group remained virtually unchanged¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students in the experimental group, which tested citation as a stimulating technique, showed increased motivation, significantly higher knowledge of aphorisms and proverbs, and improved communication skills, whereas the control group's results remained virtually unchanged. → Sadykova 2014

Evidence¶

Sadykova 2014¶

Sadykova, A. G., Yashina, M. E., & Sharafieva, A. D. (2014). Citation as a Stimulus to Boost Students' Communication Skills at the English Lessons. English Language Teaching, 7(12). https://doi.org/10.5539/elt.v7n12p12

q2 · i? · causal · r1

Authors' summary of the ascertaining stage comparing the experimental group 10 "A" with control group 10 "B" after the formative lessons; the quote reports increased motivation, significantly increased knowledge of aphorisms and proverbs, and improved communication skills only in the experimental group.

"can be characterized by increase of motivation of students, indicator of the level of knowledge of aphorisms, proverbs increased significantly, moreover, communication skills improved, to the final lesson, students were able to express their points of view freely, to use aphorisms, proverbs in their speech, while in the control group, in which this technique was not tested, the result remained virtually unchanged"

Discussion¶

Related Claims¶

• At baseline, students in both groups showed low knowledge of aphorisms, proverbs and sayings, with no student at the high level — related
• A series of lessons using citations raised senior students' proficiency in using quotations, with 85% of the experimental group reaching the high level versus none in the control group — related
• Implementing the structural-functional model with a teacher training program produced relevant experimental-group outcomes while control-group outcomes remained unchanged — a broader claim this one bears on
• The process-based intervention significantly improved students' perceptions toward the writing process, while control-group perceptions stayed unchanged — related
• Trainee teachers who receive voice training with VR classroom simulations show greater improvement in communication self-efficacy in noise than those receiving an information session only — related