The integrated approach worked similarly across two universities with different environments and cultures, including students of different English proficiency levels¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · 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? Results from the Bangkok and PathumThani locations were similar, and the approach benefited students whose pretest critical thinking levels differed. → 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
Author's interpretation of the two-site replication: 78 purposively sampled students at universities in Bangkok and PathumThani showed similar results across the three outcomes. This is the authors' discussion claim, not a separately tested result.
"This proves that the integrated approach can be applied to students who have different levels of English proficiency, environments, and cultures."
Discussion¶
Related Claims¶
- The effect of the integrated approach on critical thinking differed between the two universities (three-way interaction) — reports the opposite
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