Drama-based instruction produced statistically significant gains on all five writing aspects: thesis statement, unity, completeness and coherence, wording and cohesion, and organization¶

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? On the post-test, the experimental group scored significantly higher than the control group on each of the five weighted writing components. → 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

Post-test analysis of the five components (Table 4, n=40 per group) shows higher experimental means on every aspect: thesis statement (t = 2.74, Sig. 0.007), unity (t = 2.40, Sig. 0.019), completeness and coherence (t = 2.53, Sig. 0.013), wording and cohesion (t = 2.80, Sig. 0.006), organization (t = 5.55, Sig. 0.000).

"It also shows statistically signifcant differences between the writing performance of the experimental and control groups on all fve aspects, in favor of the former, as detailed below."

Discussion¶

Related Claims¶

• Drama-based instruction improved Jordanian EFL eighth-grade students' overall writing performance more than traditional textbook-based instruction — a broader claim this one bears on
• 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