The authors interpret the experimental group's score increase as larger than the control group's, suggesting a possible but unsatisfied effect of error correction¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The experimental group's increase in scores was higher than the control group's, which the author reads as a possible benefit of the error correction session that was not at a satisfactory level. → Karaazmak 2018

Evidence¶

Karaazmak 2018¶

Fulda Karaazmak. (2018). The Effects of a Grammar Error Correction Session on Language Learners' Success. International Journal of Curriculum and Instruction 10(1), 61–70. https://eric.ed.gov/?id=EJ1207240

q1 · i? · causal · r1

Authors' interpretation in the Discussion section of the quasi-experimental results; the between-group posttest difference was not statistically significant, so this descriptive pattern is offered as suggestive only, with no effect size printed.

"The results showed that the scores of the learners in the experimental group increased more than the control group i n the second grammar test."

Discussion¶

Related Claims¶

• A remedial grammar error correction session produced no statistically significant posttest difference between the experimental and control groups — related
• Corrective feedback on second-language errors has a significant effect on L2 development that is maintained on delayed tests — a broader claim this one bears on
• Iranian undergraduate EFL students who performed sight translation exercises during reading instruction scored significantly differently on a TOLIMO reading posttest than control students, which the author interprets as the experimental group outperforming the control group — related
• The L2 control group's minimal growth suggests other variables such as grammar lessons did not drive the experimental group's gains