IEGI students significantly outperformed DEGI students in oral production of English tenses one week after treatment¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group scored significantly higher than the control group on the oral test in free-defined context (p = .007). → Đặng 2012

Evidence¶

Đặng 2012¶

Đặng, T. T. Đ., & Nguyễn, H. T. (2012). Direct versus Indirect Explicit Methods of Enhancing EFL Students' English Grammatical Competence: A Concept Checking-based Consciousness-raising Tasks Model. English Language Teaching, 6(1), 112. https://doi.org/10.5539/elt.v6n1p112

q2 · i? · causal · r2

Independent-samples t-test on oral test scores (EG M=5.93, SD=1.08; CG M=5.39, SD=.783; t=2.75, df=92), administered a week after treatment. The article reports significance with no effect size printed.

"In the OT, the mean of Group 1 (EG) was 5.93, higher than that of Group 2 (CG) which was at 5.39. This difference resulted in a t score with a significant value of .007; i.e., less than the .05 alpha levels set for this project."

Discussion¶

Related Claims¶

• IEGI and DEGI produced no significant difference in using English tenses in a pre-defined (receptive) grammar-test context — related
• EFL students taught with indirect explicit grammar instruction (consciousness-raising tasks) significantly outperformed direct-instruction peers on rule analysis of English tenses — related
• Knowledge of grammar rules correlates positively with subsequent receptive and productive use of tenses in both groups, more strongly in the IEGI group — related