Explicit instruction of the speech act of thanking produced significantly higher DCT performance than implicit instruction among Iranian intermediate EFL learners¶

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? Iranian intermediate EFL learners taught the speech act of thanking explicitly significantly outperformed learners taught it implicitly on a DCT posttest. → Ghaedrahmat 2016

Evidence¶

Ghaedrahmat 2016¶

Ghaedrahmat, M., Alavi Nia, P. & Biria, R. (2016). The Effect of Explicit Vs. Implicit Instruction on Mastering the Speech Act of Thanking among Iranian Male and Female EFL Learners. Latin American Journal of Content and Language Integrated Learning, 9(2), 401-425. https://doi.org/10.5294/laclil.2016.9.2.7

q2 · i? · causal · r1

Quasi-experiment with 30 intermediate Iranian EFL learners (15 per group) at Pars language institute; experimental group received explicit instruction of thanking, control group implicit instruction, over 3 sessions, posttested with a DCT. An independent samples t-test gave t = 4.840, df = 28, Sig. (2-tailed) = .000, mean difference 22.86667; the article reports "the level of significance is 0.000". No effect size is printed.

"the level of significance is 0.000 which is lower than 0.05 (0.000 < 0.05). Therefore, it can safely be claimed that the participants in experimental group outperformed those in control group"

Discussion¶

Related Claims¶

• Posttest scores differed significantly across the four gender-by-instruction subgroups in a one-way ANOVA — related
• Experimental-group females significantly outperformed both control-group subgroups in post-hoc comparisons — a narrower finding that bears on this claim
• Explicit metapragmatic instruction on requests raises request speech act awareness of intermediate EFL learners relative to regular institute instruction — related
• No significant gender difference in mastering thanking under explicit instruction: the second null hypothesis was retained — related