Demonstration technique significantly improves the vocabulary and grammar element of speaking in EFL learners¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? After a paired-samples t-test, the experimental group showed a significant difference in mean scores between pre-test and post-test, with t-test exceeding t-table, so the demonstration technique was judged effective. → Husnu 2018

Evidence¶

Husnu 2018¶

Muhammad Husnu. (2018). Demonstration Technique to Improve Vocabulary and Grammar Element in Teaching Speaking at EFL Learners. English Language Teaching, 11(2). http://doi.org/10.5539/elt.v11n2p26

q3 · i? · causal · r1

True-experimental study with 32 experimental (class IIA) and 32 control (class IIB) students selected by random sampling from 122; pre-test, treatment, post-test design analyzed in SPSS 17. The paired-samples t-test gave "ttest= 21.4" against t(df=31) = 1.69 at sig (2-tailed) = 0.000, so the null hypothesis was rejected. No effect size is printed.

"After performing a paired-samples t-test, the researcher found that there was a significant difference in the mean scores between the pre-test and the post-test, ttest= 21.4 and t(df=31) = 1.69 at sig (2-tailed) = 0.000"

Discussion¶

Learner Variables¶

• Syntax — outcome: instruction changes it

Related Claims¶

• Before treatment, most EFL learners showed problems in speaking, especially in vocabulary and grammar — related
• Experimental group post-test speaking scores reached the high category while control group scores stayed in the average category — a narrower finding that bears on this claim
• After demonstration-technique treatment, students were more active and more confident expressing their ideas than at pre-test — related
• WSDC debate instruction significantly improved tenth-grade EFL students' speaking skill achievement within the experimental group — related