Control-group learners also improved significantly from pretest to posttest, but less than the storytelling group¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The control group's matched t test showed a significant pretest-to-posttest improvement (t = -.36.46, df = 14, p = 0.03), though the article states this group was outperformed by the experimental group. → Farzaneh Kalantari & Mahmood Hashemian 2016

Evidence¶

Farzaneh Kalantari & Mahmood Hashemian 2016¶

Farzaneh Kalantari & Mahmood Hashemian. (2016). A Story-Telling Approach to Teaching English to Young EFL Iranian Learners. English Language Teaching, 9(1). https://doi.org/10.5539/elt.v9n1p221

q2 · i? · causal · r1

Matched t test on the control group's pretest and posttest vocabulary scores (means 11.06 and 22.80, N = 15). The article reports "a significant difference between the means"; no effect size is printed. The t value is quoted as printed, including its typographical form.

"the results from the pre and posttest scores demonstrate that there is a significant difference between the means of the performances of the control group learners on pre and posttests ( t = -.36.46, df = 14, α = 0.05 and p = 0.03)"

Discussion¶

Related Claims¶

• Experimental-group learners significantly improved vocabulary knowledge from pretest to posttest after storytelling instruction — related
• Digital storytelling instruction produced no statistically significant posttest achievement difference versus direct instruction, though experimental-group means were higher — reports the opposite
• A storytelling approach produced significantly higher vocabulary posttest scores than traditional instruction for young Iranian EFL learners — related