Daily journal writing was associated with higher listening and reading comprehension passing rates in two experimental MSA classes compared with a 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? Results of the three classes were comparable through the first-semester tests; from the first-semester mid-term on, the two experimental classes that practiced daily journal writing had higher passing percentages than the control class through the second semester (except ICPT 201, where all three classes passed 100%) and the third semester, and on the final DLPT-5. → 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

Observational comparison of three naturally occurring fifty-week MSA classes (two experimental with daily journal writing, one control without), analyzed via achievement tests, six ICPT tests and the final DLPT-5. The article reports that "the control class had the lower percentage of students who passed in the two skills," and that results of the three classes "were comparable throughout the first semester tests," with the experimental classes ahead from the first-semester mid-term onward. No effect sizes or significance tests are printed.

"The data reveals that journal writing started having an impact on enhancing reading and listening comprehension in the experimental classes; the control class had the lower percentage of students who passed in the two skills."

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 — possibly the same claim (merge candidate)
• Struggling students in the journal-writing classes showed apparent improvement in listening and reading comprehension compared with the control class — possibly the same claim (merge candidate)
• The study did not establish whether journal writing enhanced listening more than reading, due to insufficient data — related