The control group's motivation also increased significantly from pretest to posttest of the questionnaire¶
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? Motivation scores of 37 of 40 control participants rose from questionnaire pretest to posttest, a significant within-group increase. → 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
Wilcoxon Signed Ranks test on the control group's questionnaire scores (n=40); the article reports 37 participants' posttest scores higher than pretest and 3 unchanged. No effect size is printed.
"the significance level is 0.000 which is smaller than 0.05, it means that there is a significant difference between the mean of questionnaire scores in pretest and posttest of control group."
Discussion¶
Related Claims¶
- TBLT increased EFL junior high students' motivation significantly more than traditional instruction — related
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