The control group taught with non-authentic materials also improved significantly from pre-test to post-test in listening comprehension¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The control group's paired pre-post comparison was significant, t = 11.12, p = 0.000, with means rising from 57.89 to 70. → Dewi 2018

Evidence¶

Dewi 2018¶

Resti Citra Dewi. (2018). Utilizing Authentic Materials on Students' Listening Comprehension: Does it have Any Influence? Advances in Language and Literary Studies, 9(1). https://doi.org/10.7575/aiac.alls.v.9n.1p.70

q2 · i? · causal · r1

Paired samples t-test on the control group (n = 38), taught with non-authentic materials. The table reports pre-test mean 57.89 (SD 8.75) and post-test mean 70 (SD 8.78); no standardized effect size is printed.

"Table2 shows that the scores of the students in the control group improved significantly in listening comprehension scores [t=11.12,p=0.000]."

Discussion¶

Learner Variables¶

• Oral Language — outcome: instruction changes it

Related Claims¶

• EFL junior-high students taught listening comprehension with authentic materials scored significantly higher on a post-test than students taught with non-authentic materials — related
• The experimental group taught with authentic materials (songs) improved significantly from pre-test to post-test in listening comprehension — related
• Control-group students also improved significantly from pre-test to post-test under the 2018 Turkish Course Curriculum, gaining about 9 points — related