Explicit instruction alone produced no statistically significant pretest-to-posttest gain in conditional sentences (p=.18)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The control group's slight pretest-to-posttest improvement under explicit deductive instruction was not statistically significant. → Saeedi and Biri 2016

Evidence¶

Saeedi and Biri 2016¶

Saeedi, Z., & Biri, A. (2016). THE APPLICATION OF TECHNOLOGY IN TEACHING GRAMMAR TO EFL LEARNERS: THE ROLE OF ANIMATED SITCOMS. Teaching English with Technology, 16(2), 18-39. https://www.tewtjournal.org

q2 · i? · causal · r1

Paired-samples t-test on the control group (N=17), taught deductively for 20 minutes per session over six sessions; means moved from 16.82 to 17. The improvement was "not statistically significant ( p=. 18)"; equivalence was not tested.

"The participants of the control group exper ienced a slight increase from the pretest to the posttest, but this improvement, as reported in Table 3.3, was not statistically significant ( p=. 18)."

Discussion¶

Related Claims¶

• Experimental-group EFL learners taught conditional sentences via an animated sitcom improved significantly from pretest to posttest (p=.003) — related
• Grammar consciousness-raising activities produce significantly higher grammar posttest scores than deductive grammar teaching for young EFL learners — related
• Traditional vocabulary teaching produced no statistically significant pretest-to-posttest gain in the control group — related
• The animated-sitcom group outperformed the explicit-instruction control group on the posttest (p=.03) — related