A 2×2 mixed ANOVA showed a significant time-by-group interaction in narrative writing scores favoring DS-integrated instruction over traditional writing instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 The treatment type differentially impacted writing scores at the two time points, with a significant group-by-time interaction (F(1, 41) = 23.673, p < .001, partial η2 = .366). → Balaman 2018

Evidence¶

Balaman 2018¶

Balaman, S. (2018). Digital storytelling: A multimodal narrative writing genre. Journal of Language and Linguistic Studies, 14(3), 202-212. https://eric.ed.gov/?id=EJ1193109

q2 · i3 · causal · r2

A quasi-experimental 2×2 mixed ANOVA on pre- and post-test writing scores of 43 EFL English-major students in two intact classes (one experimental, one control) over a 14-week treatment. The article reports "a significant interaction between the time points and the group variables" with partial η2 = .366.

"a 2x2 mixed ANOVA was calculated and indicated that there was a significant interaction between the time points and the group variables, F (1, 41) = 23.673, p < .001, partial η 2 = .366"

Discussion¶

Related Claims¶

• Both DS-integrated and traditional writing instruction significantly improved narrative writing scores from pre-test to post-test — related
• The experimental and control groups did not differ significantly at pre-test but the experimental group outperformed the control group at post-test — related
• Within-group score changes across pre-test, post-test and retention test were significant in both pretested groups, with larger variance explained in the experimental group — related
• AI-mediated language instruction produces significantly greater English learning achievement gains than traditional instruction among EFL learners — related