Claims

Emotionalized dynamic assessment produces higher posttest trait emotional intelligence scores than pure dynamic assessment and normal instruction in intermediate EFL learners

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2013 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person
Design limits · Parisa Abdolrezapour 2013: groups were assigned but students were analysed as independent (read from the study by two models, 2026-11-01)

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? The EDA condition scored significantly higher than both the DA condition and the control group on posttest TEIQue-ASF scores, and DA also exceeded control. → Parisa Abdolrezapour 2013

Evidence

Parisa Abdolrezapour 2013

Parisa Abdolrezapour, Mansoor Tavakoli, Saeed Ketabi. (2013). Enhancing learners' emotions in an L2 context through emotionalized dynamic assessment. Studies in Second Language Learning and Teaching, 3(2), 213-243. https://eric.ed.gov/?id=EJ1135884

q2 · i? · causal · r1

Quasi-experimental pretest-treatment-posttest study with three intact classes (EDA n = 14, DA n = 17, control n = 19). One-way ANOVA on posttest TEIQue-ASF scores yielded F = 13.742, p = .000, and Sidak post-hoc comparisons showed "EDA > DA, EDA > CG" and "DA > CG" (all p < .05).

"the EDA condition was found to be significantly different from the other conditions, with EDA > DA, EDA > CG. The DA condition differed significantly from the CG, with DA > CG."

Discussion

Learner Variables

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