The control group showed no significant change in speaking fluency from pre-test to post-test¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2018 · 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.
q3 i? The control group's mean fluency score did not change significantly (10.300 pre-test vs 10.047 post-test). → Mohammadi 2018
Evidence¶
Mohammadi 2018¶
Mohammadi, M., & Enayati, B. (2018). The Effects of Lexical Chunks Teaching on EFL Intermediate Learners’ Speaking Fluency. International Journal of Instruction, 11(3), 179-192. https://doi.org/10.12973/iji.2018.11313a
q3 · i? · causal · r2
Paired-samples analysis of the control group (N = 30), taught Headway 3 via grammar-translation with no chunk instruction: paired difference mean .2533, t = .581, df = 29, Sig. (2-tailed) = .566, which the article notes is "more than 0.05".
"The results of applying paired samples t -test for comparing the means of the control group learners’ pre-test and post-test scores indicated that there were not significant differences between the performance of the learners in pre -test and post-test."
Discussion¶
Related Claims¶
- Lexical chunks instruction significantly improved the speaking fluency of Iranian EFL intermediate learners compared with a control group — related
- The control group also made statistically significant pretest-to-posttest gains in speaking and writing, so improvement was not exclusive to the short-stories treatment — reports the opposite
- The experimental group's speaking fluency scores rose significantly from pre-test to post-test after lexical chunks treatment — related
- Fluency showed a trend toward significance for the treatment group between pre- and post-tests (p=.055), suggesting digital game pressure may push learners to speak faster — related
- One month of playing the digital information gap game PàN produced no statistically significant improvement in FSL learners' comprehensibility, fluency, or overall pronunciation — related
- The fluency workshop did not increase trimmed speech rate significantly more than a general English class, though the experimental group alone showed a significant pre-to-post increase — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-02 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.