Drama-based instruction improved Jordanian EFL eighth-grade students' overall writing performance more than traditional textbook-based instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? After a nine-week treatment, the experimental group outperformed the control group on overall writing performance, with a statistically significant difference attributed to drama-based instruction. → Bataineh 2017

Evidence¶

Bataineh 2017¶

Bataineh, R. F., & Salah, N. A. (2017). The Effectiveness of Drama-Based Instruction in Jordanian EFL Students' Writing Performance. TESOL International Journal, 12(2). https://eric.ed.gov/?id=EJ1247797

q3 · i? · causal · r2

Quasi-experiment with two intact sections of 40 male eighth-graders randomly assigned by coin toss; pre-tested, treated nine weeks, post-tested. The experimental group outperformed the control group, "with means of 31.58 and 25.63, respectively" (t = 5.27, df = 78, Sig. 0.00).

"Table 3 also shows a statistically signifcant difference (at α ≤ 0.05) in the two groups’ overall writing performance on the post-test, which can be attributed to drama-based instruction."

Discussion¶

Related Claims¶

• Drama-based instruction produced statistically significant gains on all five writing aspects: thesis statement, unity, completeness and coherence, wording and cohesion, and organization — a narrower finding that bears on this claim
• Wording and cohesion showed the largest improvement of the five writing aspects under drama-based instruction — a narrower finding that bears on this claim
• The unity component showed a statistically significant but smaller difference than the other aspects — a narrower finding that bears on this claim