EFL students taught with indirect explicit grammar instruction (consciousness-raising tasks) significantly outperformed direct-instruction peers on rule analysis of English tenses¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2012 · 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? The experimental group scored significantly higher than the control group on the rule analysis test after the IEGI treatment (p = .016). → 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 comparing post-treatment RAT means of the experimental group (n=47, M=.767, SD=.178) and control group (n=47, M=.680, SD=.169); the article reports "Sig. (2-tailed) value of .016" with t=2.44, df=92. No effect size is printed.
"The large difference of the two m eans in the RAT resulted in the Sig. (2-tailed) value of .016; p < .05. These figures demonstrate that Group 1 performed significantly better at analysing grammar rules than Group 2."
Discussion¶
Related Claims¶
- Most experimental students held favorable attitudes toward the consciousness-raising task instruction, including many who overall disliked the method — related
- IEGI students significantly outperformed DEGI students in oral production of English tenses one week after treatment — 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
- Grammar consciousness-raising activities produce significantly higher grammar posttest scores than deductive grammar teaching for young EFL learners — related
- IEGI and DEGI produced no significant difference in using English tenses in a pre-defined (receptive) grammar-test context — related
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