FS treatment group significantly increased its ratio of formulaic syllables to total syllables (d = 1.2); between-group difference not statistical (p = .07, d = 1.0)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i3 large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 The treatment group used significantly more formulaic sequences posttest (within-group d = 1.2) while the control group did not change; the between-group gain comparison was not statistical (p = .07) but showed a medium-size effect (d = 1.0). → Michael McGuire & Jenifer Larson-Hall 2017

Evidence¶

Michael McGuire & Jenifer Larson-Hall 2017¶

Michael McGuire & Jenifer Larson-Hall. (2017). Teaching Formulaic Sequences in the Classroom: Effects on Spoken Fluency. TESL Canada Journal/Revue TESL du Canada, 34(3), 1–25. http://dx.doi.org/10.18806/tesl.v34i3.1271

q2 · i3 · causal · r1

FS/S ratio (formulaic syllables over total syllables) was coded by the two authors with 95% agreement using five criteria weighted toward phonological coherence. The treatment group's increase was statistical with "d = 1.2"; the between-group gain test was not statistical (p = .07, d = 1.0).

"A paired-samples t-test for the treatment group found a statistical difference between performance on the pretest and posttest (t10 = -4.6, p = .0009, 95% CI: -0.15, -0.05, d = 1.2)."

Discussion¶

Related Claims¶

• FS treatment group significantly increased mean length of run while the control group decreased (between-group d = 1.4) — related
• Explicitly taught FS treatment group significantly increased speech rate over 5 weeks while the control group did not (d = 1.3) — related
• Noticing formulaic sequences without production practice does not yield spontaneous use, per the reviewed literature — related