EFL students taught literature with the integrated approach achieved significantly higher literature achievement scores than control students at both universities¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Achievement scores of experimental groups were significantly higher than control groups (F = 19.87, p < .001, η2 = .172). → 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 · i3 · causal · r2

Quasi-experiment with 78 Thai English majors at two universities; experimental groups taught eight weeks with integrated-approach lesson plans, controls with the conventional method. Two-way ANOVA showed the group effect was significant: "F = 19.87 p < .001" with η2 = .172; the school effect was not significant (p = .135).

"the achievement scores of the students in the experimental groups were significantly higher than those of the control groups, at the level .05 (F = 19.87 p < .001). The effect size was .172."

Discussion¶

Related Claims¶

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• Posttest speaking and writing achievement was significantly higher for students taught through short stories than for control-group students — related