Explicit morphology instruction raises EFL secondary students' reading comprehension 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-RCT mean (15.73) significantly exceeded control group mean (8.22), t = 14.29, p < 0.0001. → Mohamed Farrag Ahmed Badawi 2019 q2 i? Experimental group post-RCT mean (15.73) significantly exceeded its own pre-RCT mean (7.63), t = 15.82, 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

Quasi-experimental control group study of 49 experimental and 49 control intact classes of first-year Egyptian secondary EFL students. Post-RCT means: experimental 15.73 (SD 2.79), control 8.22 (SD 2.40); "The t value was 14.29 and the P value was less than 0.0001".

"Table 1 displays that the mean scores of the experimental group on the Post-RCT (15.73) is higher than the mean scores of the control group (8.22) on the same test. The t value was 14.29 and the P value was less than 0.0001"

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 20-point RCT for the same 49 experimental students after the 21-day intervention: pre 7.63 (SD 2.25), post 15.73 (SD 2.79), "the t value is (15.82)".

"Table 2 displays that the mean scores of the participants of the experimental group on the Post-RCT (15.73) was higher than their mean scores of the Pre-RCT (7.63). When the t value is (15.82) and the P value is less than 0.0001"

Discussion¶

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' morphological awareness more than regular EFL instruction alone — related
• Experimental and control groups were statistically equivalent on pre-test reading comprehension and morphological awareness — related
• Explicit instruction of four reading comprehension strategies with short stories yields higher reading comprehension post-test scores than regular syllabus instruction in EFL preparatory students — related
• Experimental and control groups showed no significant pre-test difference in reading comprehension before treatment — related
• Morphological awareness contributes to pseudoword reading and reading comprehension beyond phonological awareness — related
• Morphological Instruction Improves Vocabulary — reports the opposite
• Morphological instruction improves word-level literacy outcomes (decoding, spelling, vocabulary, morphological knowledge) but shows no reliable effect on reading comprehension — reports the opposite