Claims

Introvert Iranian EFL learners benefit more from authentic than from instructional video materials

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2016 · 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.

q3 i? The authentic-video introvert group scored significantly higher on the vocabulary posttest than the instructional-video introvert group. → Isazadeh 2016

Evidence

Isazadeh 2016

Isazadeh, P., Makui, S. M. Z., & Ansarian, L. (2016). Effect of Instructional vs. Authentic Video Materials on Introvert and Extrovert Iranian EFL Learners' Vocabulary Learning. International Journal of Education & Literacy Studies, 4(4). https://doi.org/10.7575/aiac.ijels.v.4n.4p.1

q3 · i? · causal · r1

Independent samples t-test comparing group 2 (authentic video / introvert) with group 4 (instructional video / introvert) on the posttest. The authentic-video introvert group "performed better than the instructional-video introvert group", t(48) = 2.042, p = .047; no effect size is printed.

"(Group2) authentic-video introvert group ( M = 19.88, SD = 2.906) performed better than the instructional-video introvert group (group 4) ( M = 18.24, SD = 2.773), t (48) = 2.042, p = .047"

Discussion

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