FS treatment group significantly increased mean length of run while the control group decreased (between-group d = 1.4)¶

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 improved mean length of run by more than one syllable (within-group d = 1.1) while the control group decreased, with a significant between-group gain difference (d = 1.4). → 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

Same 5-week quasi-experiment (control n = 8, treatment n = 11). The between-group t-test on MLR gains was statistical, "d = 1.4"; the treatment group's within-group gain was significant (d = 1.1) and the control's was not (d = 0.17).

"An independent-samples t-test on mean length of run (with equal variances not assumed) comparing the gains between groups from the pretest to the posttest found that the difference was statistical (t 15.6 = -3.1, p = .007, 95%CI: -2.4, -0.4, d = 1.4)."

Discussion¶

Related Claims¶

• 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) — related
• Explicitly taught FS treatment group significantly increased speech rate over 5 weeks while the control group did not (d = 1.3) — related
• Posttest FS use correlates with fluency: r = 0.54 with speech rate and r = 0.28 with mean length of run — related