Before treatment, experimental and control groups did not differ significantly in Willingness to Communicate¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2014 · 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? A pre-test independent-samples t test found no statistically significant WTC difference between the experimental and control groups. → Mesgarshahr and Abdollahzadeh 2014
Evidence¶
Mesgarshahr and Abdollahzadeh 2014¶
Abulfazl Mesgarshahr, Esmaeel Abdollahzadeh. (2014). The impact of teaching communication strategies on EFL learners’ Willingness to Communicate. Studies in Second Language Learning and Teaching. https://doi.org/10.14746/ssllt.2014.4.1.4
q2 · i? · causal · r1
Baseline check in the same intact-class quasi-experiment: an independent-samples t test on the 27-item WTC questionnaire showed "no statistically significant difference before the treatment" between groups (t(113) = 1.035, p>.05). Equivalence was not tested; no effect size is printed.
"There was no statistically significant difference before the treatment in the degree of WTC between the experimental group (M = 45.36, SD = 26.72) and the control group (M = 40.46, SD = 24.39), with t(113) = 1.035, p>.05."
Discussion¶
Related Claims¶
- Control-group learners showed no statistically significant change in Willingness to Communicate from pre-test to post-test — related
- The Debate and PI groups did not differ significantly in WTC at pre-test — related
- The treatment and control groups had equivalent vocabulary sizes at pre-test — related
- Before the intervention, experimental and control groups showed no significant difference in self-esteem pre-test scores, though descriptively favoring the control group — related
- Teaching communication strategies raises EFL learners’ classroom Willingness to Communicate more than regular instruction, with a large between-group difference (eta squared = .10) — related
- Experimental-group learners became significantly more willing to communicate after receiving communication strategy training — related
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