Struggling students in the journal-writing classes showed apparent improvement in listening and reading comprehension compared with the control class¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Statistics revealed apparent improvement in the listening and reading comprehension skills of struggling students in the two experimental classes relative to the control class. → Saad and Ahmed 2015

Evidence¶

Saad and Ahmed 2015¶

Saad, I., & Ahmed, M. (2015). The Significance of Journal Writing in Improving Listening and Reading Comprehension in Modern Standard Arabic (MSA). Universal Journal of Educational Research 3(11): 815-821. https://doi.org/10.13189/ujer.2015.031106

q2 · i? · causal · r1

The abstract-level statistical comparison of the three classes reports "apparent improvement in the listening and reading comprehension skills of struggling students" in the experimental classes. No effect size, test statistic or struggling-student subgroup n is printed.

"Statistics also revealed apparent improvement in the listening and reading comprehension skills of struggling students in the two experimental classes compared to the control class."

Discussion¶

Learner Variables¶

• Auditory Processing — outcome: instruction changes it
• Oral Language — outcome: instruction changes it

Related Claims¶

• Experimental classes achieved higher final DLPT-5 listening and reading results than the control class, which passed 50% in listening and 66.7% in reading — a broader claim this one bears on
• Daily journal writing was associated with higher listening and reading comprehension passing rates in two experimental MSA classes compared with a control class — possibly the same claim (merge candidate)