The experimental group improved significantly from pre-test to post-test in overall speaking proficiency, with a large within-group effect¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Paired-samples comparison showed a statistically significant rise in PET speaking scores for the experimental group from pre-test (M = 11.50) to post-test (M = 19.19), with eta squared (.50) indicating a large effect. → Mohammad Mohammadipour & Sabariah MD Rashid 2015

Evidence¶

Mohammad Mohammadipour & Sabariah MD Rashid 2015¶

Mohammad Mohammadipour & Sabariah MD Rashid. (2015). The Impact of Task-Based Instruction Program on Fostering ESL Learners' Speaking Ability: A Cognitive Approach. Advances in Language and Literary Studies, 6(2). https://doi.org/10.7575/aiac.alls.v.6n.2p.113

q3 · i3 · causal · r2

Paired-samples t-test on the 36 experimental students' PET speaking scores before and after the eleven-week programme. The article reports t (35) = -26.82, p< . 005 and the printed effect size eta squared (.50), described as a large effect size.

"There was statistically significant difference in PET speaking test scores from time 1 ( M = 11.50, SD = 2.37), to time 2 ( M = 19.19, SD = 2.22), t (35) = -26.82, p< . 005 (two tailed). The eta squered statistics (.50) indicated a large effect size."

Discussion¶

Related Claims¶

• The experimental group gained substantially in speaking scores from pre-test to post-test — possibly the same claim (merge candidate)
• The task-based cognitive-approach programme produced a significantly higher PET speaking post-test score than regular instruction, with a large effect size — related
• Tutored problem-based learning through cognition-based tasks significantly increased Iranian intermediate EFL learners' speaking proficiency from pretest to posttest — related