DR-TA through tales of virtue produced significantly higher English reading comprehension than a traditional approach in Thai seventh-grade students¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Seventh-grade students taught through DR-TA scored significantly higher on English reading comprehension than the control group taught traditionally, F = 8.24, p = .005. → Chaemsai 2016

Evidence¶

Chaemsai 2016¶

Chaemsai, R. & Rattanavich, S. (2016). The Directed Reading-Thinking Activity (DR-TA) and the Traditional Approach Using Tales of Virtue based on His Majesty the King’s Teaching Concepts in Seventh Grade Students’ Reading Comprehension. English Language Teaching, 9(9). https://doi.org/10.5539/elt.v9n9p18

q3 · i? · causal · r2

One-way MANOVA comparing experimental (DR-TA) and control groups in a randomized control group pretest-posttest design with 100 students. The experimental group posttest mean was 23.04 versus 20.46 in the control group, and the article reports the experimental group "scored significantly higher than control group in English reading comprehension".

"The experimental group scored significantly higher than control group in English reading comprehension and ethical awareness. (F-statistic = 8.24, p-value = .005 in English reading comprehension; and F-statistic =8.77,p-value = 004 in ethical awareness)."

Discussion¶

Related Claims¶

• DR-TA through tales of virtue produced significantly higher ethical awareness than the traditional approach — related
• The experimental group's English reading comprehension improved significantly from pretest to posttest after DR-TA instruction — related
• The experimental group's ethical awareness improved significantly from pretest to posttest after DR-TA instruction — related
• Seventh-grade Thai students taught with applied instruction through the genre-based approach achieved significantly higher English reading comprehension post-test scores than students taught with the teacher's manual — related
• Seventh-grade Thai students taught with the genre-based approach reported significantly higher motivation to read English than students taught with the teacher's manual — related
• The control group taught with the teacher's manual showed no statistically significant within-group gain in reading comprehension from pre-test to post-test — related
• Instructional strategy (Pre-question, genre-based, or combined) shows no significant main effect on science undergraduates' reading comprehension achievement — related
• Elementary EFL learners taught through web-based instruction significantly outperform traditionally taught learners in reading comprehension — related
• Ninth grade Thai EFL students' English reading scores rose significantly across a one-group time series of CAI based on the TLS method, with no comparison group — related