Genre-based reading instruction produces significantly higher reading posttest scores than traditional instruction for Iranian female high school EFL learners¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? After 10 sessions, the genre-based experimental group scored significantly higher than the traditionally taught control group on the reading posttest (mean difference 7.08, p = .027). → Rezvan Adelnia 2016
Evidence¶
Rezvan Adelnia 2016¶
Rezvan Adelnia, Hadi Salehi. (2016). Improving Iranian High School Students' Reading Comprehension Using the Tenets of Genre Analysis. Advances in Language and Literary Studies, 7(4). https://doi.org/10.7575/aiac.alls.v.7n.4p.187
q2 · i? · causal · r2
Quasi-experimental comparison of 40 experimental and 40 control participants after 10 sessions of instruction on the same 10 descriptive passages. The independent-samples t-test in Table 6 reports t = 2.248, df = 78, Sig. = .027, mean difference 7.07500. The article reports "a significant difference between the performance of the control and experimental groups in reading posttest".
"According to Table 5, in the posttest, the mean score of the participants in the experimental group is 67.50 and in the control group is 60.42, showing a mean difference of 7.08 which seems to be significant."
Discussion¶
Related Claims¶
- Iranian intermediate EFL learners taught reading with CALL software scored significantly higher on reading comprehension than learners taught the same texts from printed pages — related
- Instruction through Telegram groups produces significantly higher intermediate EFL reading comprehension post-test scores than traditional classroom instruction — related
- Teacher-student interactive semantic mapping produced higher EFL reading comprehension posttest scores than teacher-initiated and student-mediated semantic mapping — related
- Telegram-group instruction yields significantly larger reading comprehension gain scores than traditional classroom instruction, with a printed effect size of .50 — related
- Experimental group's reading scores improved significantly from pretest to posttest under genre-based instruction — related
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