Iranian intermediate EFL learners taught through dynamic assessment outperformed a non-dynamically taught control group on a reading comprehension post-test¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 The experimental group taught through DA scored significantly higher than the control group on the reading comprehension post-test, with a medium effect size (eta squared = 0.31). → Mohammad Reza Amirian 2014

Evidence¶

Mohammad Reza Amirian 2014¶

Mohammad Reza Amirian, Mohammad Davoudi, Mohsen Ramazanian. (2014). The Effect of Dynamic Assessment on Iranian EFL Learners' Reading Comprehension. Advances in Language and Literary Studies 5(3). https://doi.org/10.7575/aiac.alls.v.5n.3p.191

q2 · i2 · causal · r2

Independent-samples t-test comparing post-test scores of the DA experimental group and the non-DA control group (14 learners each, randomly assigned). The article reports "t(26)= 3.36, P= 0.02<0.05" and an eta squared of 0.31, a medium effect size.

"There was a statistically significant difference in scores for control group (M=23.50 SD=2.76) and experimental group (M=26.85, SD=2.50); t(26)= 3.36, P= 0.02<0.05 two-tailed). The eta squared statistic (0.31) indicated a medium effect size based on Cohen (1988)."

Discussion¶

Related Claims¶

• The dynamic assessment group showed a statistically significant pretest-to-posttest gain in reading comprehension with a large effect size — related
• Emotionalized dynamic assessment produces higher posttest trait emotional intelligence scores than pure dynamic assessment and normal instruction in intermediate EFL learners — related
• Reciprocal teaching improves reading comprehension of intermediate Iranian EFL learners more than conventional reading instruction — related