Experimental and control groups were homogeneous in idiom knowledge before treatment¶

Claim · All claims
Evidence · 4 studies · 4 causal r1–r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A pretest t-test showed no significant difference between control (M=2.05, SD=1.60) and experimental (M=2.20, SD=1.32) groups, indicating little prior knowledge of the target idioms. → Afrouz Aeineh 2014

q2 i? An independent samples t-test on the idiom pretest found no significant difference between groups (p value .55, higher than .05). → Abdorreza Tahriri 2014

q2 i? An independent-samples t-test on pretest scores found no significant difference between the control and experimental groups (t = -1.045, p = .284). → Ahmet Basal 2016

q2 i? An independent-samples t-test on the 40-item idiom pretest found no significant difference between the EG and CG before the treatment. → Malihe Neissari 2017

Evidence¶

Afrouz Aeineh 2014¶

Afrouz Aeineh, Saeed Moeeni, Hamideh Merati. (2014). The Effect of Learner-generated Illustrations on the Immediate And Delayed Recall of English Idioms. Advances in Language and Literary Studies. https://doi.org/10.7575/aiac.alls.v.5n.3p.28

q2 · i? · causal · r2

Independent-samples t-test on pretest scores before treatment (t=.323, df=38, Sig.=.749); the authors state the mean score and P value "strongly proves that the two groups are homogeneous" and that neither group had much prior knowledge of the treatment materials.

"there was no significant difference in scores for the control group (M=2.05, SD=1.60) and the experimental group, M=2.20, SD=1.32; P=.74 (two tailed)"

Abdorreza Tahriri 2014¶

Abdorreza Tahriri, Masoud Khalili Sabet, Afrouz Aeineh. (2014). The Effect of Portfolio Assessment on Learning Idioms in Writing. International Journal of Education & Literacy Studies, 2(2). http://dx.doi.org/10.7575/aiac.ijels.v.2n.2p.53

q2 · i? · causal · r1

Second homogeneity check on idiom pretest scores (Table 3 means: control 4.13, experimental 4.46). The article concludes "there was no significant difference in terms of idiom competence of the two groups", establishing that the taught idioms were unfamiliar to both groups.

"According to table 4, the p value is .55 which is higher than .05. Therefore , it can be concluded that there was no significant difference in terms of idiom competence of the two groups."

Ahmet Basal 2016¶

Ahmet Basal, Selahattin Yilmaz, Asli Tanriverdi, & Lutfiye Sari. (2016). Effectiveness of Mobile Applications in Vocabulary Teaching. Contemporary Educational Technology, 7(1), 47-59. https://dergipark.org.tr/en/pub/cet

q2 · i? · causal · r2

Baseline comparison in the Procedures section: the pretest on the 40 target idioms showed no significant difference between groups, and Table 3 reports t = -1.045, df = 52, p = .284, with means of 15.24 (control) and 17.48 (experimental). Equivalence was not formally tested beyond this t-test.

"Based on this pre test results, there were no significant difference between the two groups, indicating that their knowledge level was similar on the selected idioms."

Malihe Neissari 2017¶

Malihe Neissari, Hamid Ashraf & Mohammad Reza Ghorbani. (2017). Humorous Videos and Idiom Achievement: Some Pedagogical Considerations for EFL Learners. Iranian Journal of Language Teaching Research, 5(3), 109-127. https://eric.ed.gov/?id=EJ1156181

q2 · i? · causal · r1

Baseline check in the quasi-experimental study: the teacher-made 40-item idiom pretest was administered to both groups at the outset of the term. The t-test found no significant difference (EG M = 9.55, CG M = 9.93, t(64) = -0.85, p = 0.39); equivalence was not formally tested beyond this non-significant result.

"there was no significant difference between the EG ( M = 9.55, SD = 1.99) and the CG [ M = 9.93, SD = 1.52; t (64) = -0.85, p = 0.39] before the treatment."

Discussion¶

Related Claims¶

• Drawing mental images of idioms does not significantly improve immediate idiom recall among Iranian EFL learners — related
• Drawing mental images of idioms significantly improves delayed idiom recall among Iranian EFL learners — related
• The four groups were homogeneous in general English proficiency before treatment (placement-test ANOVA sig .881) — related
• Before treatment, the experimental and control groups showed no significant difference in overall language proficiency — related
• The experimental group learning idioms via the mobile application outside classroom hours achieved significant within-group gains — related
• Learners taught 40 figurative idioms via WhatsApp MMS messages scored significantly higher on the posttest than learners taught with traditional paper-based activities — related
• Portfolio assessment is followed by a statistically significant posttest difference in idiom knowledge between Iranian upper-intermediate EFL learners who kept portfolios and those who received traditional instruction — related
• Humorous video clips improve Iranian undergraduate EFL learners' idiom achievement compared with conventional instruction without clips — possibly the same claim (merge candidate)
• Iranian undergraduate EFL learners taught idioms with humorous video clips hold positive attitudes toward their classroom use — related
• The two groups did not differ significantly in vocabulary knowledge before the intervention — related
• The experimental and control groups did not differ significantly in programming knowledge at pretest — related
• CAVI and TVI groups were equivalent in target vocabulary knowledge before the experiment — related
• The lecture and academic controversy groups showed no significant difference in TUCE pretest scores, indicating equivalent prior economic knowledge — related
• Experimental and control groups did not differ significantly on the ESP reading pretest — related
• The music and non-music groups did not differ significantly on the mathematics achievement pretest — related
• The experimental and control groups did not differ significantly on the Turkish grammar pretest, establishing homogeneity before the intervention — related
• Pre-test scores showed no significant difference between the simulation-based experimental group and the paper-and-pencil control group — related