The control group's writing skills also improved significantly over the 8 weeks under traditional instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · 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? Wilcoxon signed-rank tests showed a meaningful pre-to-post difference in the control group's writing skills across all criteria (p values 0.001 to 0.029), with error count decreasing. → Nazife Burcu TAKIL 2016

Evidence¶

Nazife Burcu TAKIL 2016¶

Nazife Burcu TAKIL. (2016). The use of “ask, write, throw” technique as a writing skill practice when teaching Turkish as a foreign language. Educational Research and Reviews. https://doi.org/10.5897/ERR2016.2682

q2 · i? · causal · r2

Wilcoxon signed-rank within-group analysis of the 17 control learners taught conventionally. Table 8 reports p values of 0.001, 0.001, 0.006, 0.029 and 0.005; the article states average writing skills "have been elevated to higher levels" and error count shows a decreasing value.

"writing skills of the learners in the control group has a meaningful difference before and after the experimental process and the course of eight weeks (p<0,05)."

Discussion¶

Learner Variables¶

Writing Skills — outcome: instruction changes it

After 8 weeks, the AWT experimental group scored significantly higher than the control group on all five writing criteria, with lower error count — related

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