Students taught with the integrated approach showed significantly more positive attitudes toward reading literature than control students¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Independent t-tests showed experimental-group attitudes were significantly higher at both universities (UP: t = 3.08, p = .005; UB: t = 6.00, p = .000). → Yimwilai 2015

Evidence¶

Yimwilai 2015¶

Supaporn Yimwilai. (2015). An Integrated Approach to Teaching Literature in an EFL Classroom. English Language Teaching, 8(2). https://doi.org/10.5539/elt.v8n2p14

q2 · i? · causal · r1

Independent t-test on 15-item attitude questionnaire (opinions, feelings, inclination to action; Cronbach's Alpha 0.832). At UP means were 3.60 versus 3.09 ("3.08 .005"); at UB 3.79 versus 3.13 ("6.00 .000*"). No effect size is printed.

"the attitudes toward reading literature of the students in the experimental groups at both universities were significantly higher than those of the control groups, at the levels of 0.01 and 0.001, respectively."

Discussion¶

Related Claims¶

• The integrated approach produced significantly greater critical thinking skill improvement than the conventional method at both universities — related
• EFL students taught literature with the integrated approach achieved significantly higher literature achievement scores than control students at both universities — related
• Reciprocal teaching produced significantly more favourable attitudes towards Islamic culture than the traditional method — related