The control group's grammar scores also increased significantly from pretest to posttest without any error correction session¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2023: baselines and conditions change
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? The control group's mean rose from M=44.05 (SD=20.47) on the pretest to M=49.14 (SD=17.70) on the posttest, a significant paired difference (t=-2.840, df=34, p=.008). → Karaazmak 2018
Evidence¶
Karaazmak 2018¶
Fulda Karaazmak. (2018). The Effects of a Grammar Error Correction Session on Language Learners' Success. International Journal of Curriculum and Instruction 10(1), 61–70. https://eric.ed.gov/?id=EJ1207240
q2 · i? · causal · r1
Paired samples t-test within the control group (n=35), which received no treatment, comparing pretest and posttest grammar scores; the article reports a significant difference with t=-2.840, df=34, p=.008. No effect size is printed.
"Table 3 shows that there is a significant difference ( p.008<.05) between the mean test scores of control group for pretest ( M=44.05, SD=20.47) and the posttest ( M=49.14, SD=17.70)."
Discussion¶
Learner Variables¶
- Syntax — outcome: instruction changes it
Related Claims¶
- The experimental group's grammar scores increased significantly from pretest to posttest after the error correction session — related
- A remedial grammar error correction session produced no statistically significant posttest difference between the experimental and control groups — related
- The experimental group's grammar scores rose significantly from pretest to posttest under TBLT — related
- The control group's grammar scores also rose significantly from pretest to posttest under traditional instruction — related
- TBLT produced higher grammar posttest scores than traditional instruction among 80 female pre-intermediate EFL students at one Iranian junior high school — related
- The no-treatment control group showed no significant score changes between pretest and posttest — related
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