The experimental group's speaking scores improved significantly from pretest to posttest after metadiscourse instruction¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
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.
q3 i? A paired samples t-test showed a significant difference between the experimental group's pretest and posttest speaking scores (p < .001). → Touran Ahour & Saeideh Entezari Maleki 2014
Evidence¶
Touran Ahour & Saeideh Entezari Maleki 2014¶
Touran Ahour & Saeideh Entezari Maleki. (2014). The Effect of Metadiscourse Instruction on Iranian EFL Learners' Speaking Ability. English Language Teaching, 7(10). http://dx.doi.org/10.5539/elt.v7n10p69
q3 · i? · causal · r2
Paired samples t-test on the experimental group's (n = 17) PET speaking pretest and posttest scores, reported in Results section 3.4.3. Table 8 prints a paired-differences mean of -4.059 and Sig. (2-tailed) of .000; no effect size is printed.
"As indicated in Tabl e 8, the sig. (2-tailed) was lower than 0.05 level of significance. So, a significant difference was proved between the pretest and posttest in the experimental group."
Discussion¶
Related Claims¶
- The control group showed no statistically significant change in speaking scores from pretest to posttest — related
- EFL learners who received metadiscourse instruction scored significantly higher on a speaking posttest than learners who received no such instruction — related
- The experimental and control groups were statistically homogeneous in speaking ability before the treatment — related
- Demonstration technique significantly improves the vocabulary and grammar element of speaking in EFL learners — related
- Web-based metacognitive skills training significantly improved college students' self-plan, self-monitor, and total metacognitive scores from pretest to posttest — related
- Experimental-group students taught through short stories made statistically significant gains in both speaking and writing achievement from pretest to posttest — related
- The control group also made statistically significant pretest-to-posttest gains in speaking and writing, so improvement was not exclusive to the short-stories treatment — related
- Posttest speaking and writing achievement was significantly higher for students taught through short stories than for control-group students — related
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