Formative evaluation raised adult ESL learners' achievement scores over one semester while traditional teaching produced no noticeable change¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental class's mean score increased by 11.42 points (76.38 to 87.80) after a semester of formative evaluation, while the controlled class showed no noticeable change (82.10 to 82.28). → Yi 2012

Evidence¶

Yi 2012¶

Qin Yi. (2012). Empirical Study of Formative Evaluation in Adult ESL Teaching. English Language Teaching, 5(2). https://doi.org/10.5539/elt.v5n2p27

q2 · i? · causal · r1

Quasi-experiment with 40 experimental and 40 controlled adult students taught by the same teacher for the same weekly time; pretest and posttest compared the two classes. The experimental mean rose from 76.38 to 87.80, "an increase of 11.42 from its previous 76.38".

"After the experiment, there is no noticeable change of mean score for the controlled class subjected to the traditional teaching method while that for the experimental class has reached 87.80, an increase of 11.42 from its previous 76.38."

Discussion¶

Related Claims¶

• Formative evaluation was associated with increased interest, confidence and study time among adult ESL students — related
• Cooperative learning produced significantly higher posttest listening scores than traditional teaching in this study — related
• The experimental group's descriptive pre- and post-test means were higher than the control group's, but the unadjusted difference was not tested — related
• Explicit reading strategy instruction produced a statistically significant pre-to-post gain in reading comprehension for Ethiopian EFL university students — related