Seventh-grade Thai students taught with the genre-based approach reported significantly higher motivation to read English than students taught with the teacher's manual¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group's reading motivation scores were significantly higher than the control group's at the .05 level (t = 2.08, p = .042). → Yutthasak Sawangsamutchai & Saowalak Rattanavich 2016

Evidence¶

Yutthasak Sawangsamutchai & Saowalak Rattanavich 2016¶

Yutthasak Sawangsamutchai & Saowalak Rattanavich. (2016). A Comparison of Seventh Grade Thai Students' Reading Comprehension and Motivation to Read English through Applied Instruction Based on the Genre-Based Approach and the Teacher's Manual. English Language Teaching, 9(4). https://doi.org/10.5539/elt.v9n4p54

q2 · i? · causal · r2

Five-choice Likert reading motivation questionnaire (reliability 0.95, Cronbach alpha) administered to both groups of 30. Experimental mean 3.52 (S.D. 0.55) versus control 3.22 (S.D. 0.56), "2.08* .042" in Table 2; both group means fall in the printed 'Much' band (3.41-4.20) for the experimental and 'Moderate' (2.61-3.40) for the control.

"The data presented in Tables 2 and 3 show that the experimental group registered significantly higher reading motivation scores at the confidence .05 level with the applied instruction than did the control group with instruction through the teacher's manual."

Discussion¶

Related Claims¶

• Seventh-grade Thai students taught with applied instruction through the genre-based approach achieved significantly higher English reading comprehension post-test scores than students taught with the teacher's manual — related
• Explicit instruction of four reading comprehension strategies with short stories yields higher reading comprehension post-test scores than regular syllabus instruction in EFL preparatory students — related