The control group's grammar scores also rose significantly from pretest to posttest under traditional instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Traditional instruction also produced a significant within-group gain of 13.30 points in the control group. → NamazianDost et al. 2017

Evidence¶

NamazianDost et al. 2017¶

Islam NamazianDost, Ghassem Bohloulzadeh, Abdolreza Pazhakh. (2017). The Effect of Task-Based Language Teaching on Motivation and Grammatical Achievement of EFL Junior High School Students. Advances in Language and Literary Studies, 8(2). https://doi.org/10.7575/aiac.alls.v.8n.2p.243

q2 · i? · causal · r1

Paired-samples t-test within the control group (n=40); the article reports the posttest mean as 13.3 points higher than the pretest mean, concluding instruction was effective in the control group too. No effect size is printed.

"Table 4.6 shows that the amount of statistic t is 28.47 and the significance level is 0.000 which indicates that there was a significant difference between the mean of pre -test and post-test scores in control group."

Discussion¶

Learner Variables¶

• Syntax — outcome: instruction changes it

Related Claims¶

• Conventional curriculum instruction also produced significant pretest-posttest gains in verbal skills and reductions in speech anxiety — related
• The experimental group's grammar scores rose significantly from pretest to posttest under TBLT — related