Explicit morphology instruction raises EFL secondary students' morphological awareness more than regular EFL instruction alone¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Experimental group post-MAT mean (67.6) significantly exceeded control group mean (17.96), t = 23.03, p < 0.0001. → Mohamed Farrag Ahmed Badawi 2019 q2 i? Experimental group post-MAT mean (67.2) significantly exceeded its pre-MAT mean (14.55), t = 24.63, p < 0.0001. → Mohamed Farrag Ahmed Badawi 2019 (2)

Evidence¶

Mohamed Farrag Ahmed Badawi 2019¶

Mohamed Farrag Ahmed Badawi. (2019). The Effect of Explicit English Morphology Instruction on EFL Secondary School Students’ Morphological Awareness and Reading Comprehension. English Language Teaching, 12(4). https://doi.org/10.5539/elt.v12n4p166

q2 · i? · causal · r2

Post-test on the 90-point MAT for the same quasi-experimental design (n=49 per group): experimental 67.6 (SD 12.85) vs control 17.96 (SD 7.76), "the t value is (23.03)" and p < 0.0001.

"Table 4 shows that the mean scores of the experimental group (67.6) surpassed the mean scores of the control group (17.96) on the post-Morphological Awareness Test MAT. According to the t-test results, the difference between the two mean scores is statistically significant where the t value is (23.03)"

Mohamed Farrag Ahmed Badawi 2019 (2)¶

Mohamed Farrag Ahmed Badawi. (2019). The Effect of Explicit English Morphology Instruction on EFL Secondary School Students’ Morphological Awareness and Reading Comprehension. English Language Teaching, 12(4). https://doi.org/10.5539/elt.v12n4p166

q2 · i? · causal · r2

Within-group pre-post comparison on the MAT for the 49 experimental students: pre 14.55 (SD 7.65), post 67.2 (SD 12.85), "the t value is (24.63)". The article's text mislabels the pre-test as Pre-RCT.

"Table 5 displays that the mean scores of the participants of the experimental group on the Post-MAT (67.2) is higher than their mean scores of the Pre-RCT (7.65). By conventional criteria, when the t value is (24.63) and the P value is less than 0.0001"

Discussion¶

Learner Variables¶

• Morphological Awareness — outcome: instruction changes it

Related Claims¶

• Within the explicit morphology instruction group, the pre-to-post gain ratio was above Blake's 1.2 minimum for morphological awareness (1.28) and below it for reading comprehension (1.06) — related
• Explicit morphology instruction raises EFL secondary students' reading comprehension more than regular EFL instruction alone — related
• Experimental and control groups were statistically equivalent on pre-test reading comprehension and morphological awareness — related
• Morphological awareness contributes to pseudoword reading and reading comprehension beyond phonological awareness — related
• Morphological Instruction Improves Vocabulary — a broader claim this one bears on
• Morphological instruction improves word-level literacy outcomes (decoding, spelling, vocabulary, morphological knowledge) but shows no reliable effect on reading comprehension — related
• Instructional moderators: effects significant against passive controls and for researcher-delivered, high-dose, and experimenter-designed trained-item tasks, but moderator contrasts not significant — related