Experimental classes achieved higher final DLPT-5 listening and reading results than the control class, which passed 50% in listening and 66.7% in reading¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? On the final DLPT-5, the experimental classes reached higher results than the control class, which graduated with 50% in listening (0% at level 2+ and 3) and 66.7% in reading. → Saad and Ahmed 2015

Evidence¶

Saad and Ahmed 2015¶

Saad, I., & Ahmed, M. (2015). The Significance of Journal Writing in Improving Listening and Reading Comprehension in Modern Standard Arabic (MSA). Universal Journal of Educational Research 3(11): 815-821. https://doi.org/10.13189/ujer.2015.031106

q2 · i? · causal · r1

Descriptive comparison of final outcomes for the three classes as printed in the results table and text. The control class graduated with "50% in listening (with 0% level 2+ and level 3), 66% in reading," while the experimental classes reached 100% and 71% listening and 100% and 86% reading. Percentages are descriptive; no significance test is printed.

"The third class, the control class, graduated with 50% in listening (with 0% level 2+ and level 3), 66% in reading (with 50% level 2+ and level 3), and 100% in speaking at level 1+ (with 0% level 2 and level 3)."

Discussion¶

Related Claims¶

• Daily journal writing was associated with higher listening and reading comprehension passing rates in two experimental MSA classes compared with a control class — possibly the same claim (merge candidate)
• Struggling students in the journal-writing classes showed apparent improvement in listening and reading comprehension compared with the control class — a narrower finding that bears on this claim
• Experimental-group students improved significantly in listening proficiency under the zero class hour model over two months — related
• The zero class hour group and the traditionally taught group made statistically similar listening gains after two months — related