Explicitly taught FS treatment group significantly increased speech rate over 5 weeks while the control group did not (d = 1.3)¶

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 ESL students explicitly taught formulaic sequences showed a statistically significant pretest-to-posttest increase in speech rate (d = 1.3), whereas the control group showed no change (d = 0.06), and the between-group gain difference was significant (d = 1.3). → 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

Quasi-experimental 5-week classroom study with 19 completers (control n = 8, treatment n = 11) in a university Intensive English program. The between-group t-test on speech-rate gain scores found a statistical difference, "d = 1.3"; within-group, the treatment improved significantly (d = 1.3) while the control did not (d = 0.06).

"An independent-samples t-test comparing the treatment group to the control group on speech rate (with equal variances not assumed) using the difference between posttest and pretest as the dependent variable found a statistical difference between groups (t11.1 = -2.7, p = .02, 95% CI: -39.7,-4.2, d = 1.3)."

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
• FS treatment group significantly increased mean length of run while the control group decreased (between-group d = 1.4) — related
• Posttest FS use correlates with fluency: r = 0.54 with speech rate and r = 0.28 with mean length of run — related