Experimental-group learners became significantly more willing to communicate after receiving communication strategy training¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A paired-samples t test showed a statistically significant WTC increase within the experimental group from pre-test to post-test. → Mesgarshahr and Abdollahzadeh 2014

Evidence¶

Mesgarshahr and Abdollahzadeh 2014¶

Abulfazl Mesgarshahr, Esmaeel Abdollahzadeh. (2014). The impact of teaching communication strategies on EFL learners’ Willingness to Communicate. Studies in Second Language Learning and Teaching. https://doi.org/10.14746/ssllt.2014.4.1.4

q2 · i? · causal · r1

Paired-samples t test within the experimental group, which received CS training, found "a statistically significant differ- en c e in WT C sc o r e s" between pre-test (M = 42.84, SD = 27.76) and post-test (M = 63.46, SD = 28.04), with t(47) = 3.35, p < .05. No effect size is printed for this within-group comparison.

"For the experimental group, there was a statistically significant differ- en c e in WT C sc o r e s b et w een t h eir p er f o rm an c es o n t h e p r e-t es t (M = 42.84, SD = 27.76) and post-t est ( M = 63.46, SD = 28.04), with t(47) = 3.35, p < .05."

Discussion¶

Related Claims¶

• Control-group learners showed no statistically significant change in Willingness to Communicate from pre-test to post-test — related
• Teaching communication strategies raises EFL learners’ classroom Willingness to Communicate more than regular instruction, with a large between-group difference (eta squared = .10) — related
• Before treatment, experimental and control groups did not differ significantly in Willingness to Communicate — related