Kyrgyzstani EFL students' written English responses increased and non-responses decreased without explicit instruction to answer in English¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? By the end of the intervention, Kyrgyzstani students' written English responses to the four Moon-phase questions increased from 49 to 63, Russian responses remained the same (34), and non-responses fell from 37 to 23. → Chubko 2020

Evidence¶

Chubko 2020¶

Chubko, N., Morris, J. E., McKinnon, D. H., Slater, E. V., & Lummis, G. W. (2020). Digital storytelling as a disciplinary literacy enhancement tool for EFL students. Education Tech Research Dev. https://doi.org/10.1007/s11423-020-09833-x

q2 · i? · causal · r1

Frequency analysis of Kyrgyzstani students' response language (Table 3): English responses "increased from 49 to 63" while Russian totals stayed at 34; the article also reports non-responses reduced from 37 to 23. Descriptive counts only; no effect size.

"the total of written responses for the four Moon phases questions in English by the end of the intervention in the Kyrgyzstani case increased from 49 to 63 while the total of written responses in Russian remained the same (34)."

Discussion¶

Learner Variables¶

• Academic and Critical Literacy — outcome: instruction changes it

Related Claims¶

• The EFL group with the lowest initial target-language proficiency (Group 4) made the largest SOLO improvement without explicit literacy instruction — related
• Corrective feedback on second-language errors has a significant effect on L2 development that is maintained on delayed tests — 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