L2 reading strategy instruction raised self-reported English reading strategy awareness and use far more than regular instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2012 · 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? The experimental group gained significantly more than the control group on the English reading strategies questionnaire. → Talebi 2012

Evidence¶

Talebi 2012¶

Seyed Hassan Talebi. (2012). Reading in L2 (English) and L1 (Persian): An Investigation into Reveres Transfer of Reading Strategies. English Language Teaching, 5(3). https://doi.org/10.5539/elt.v5n3p217

q2 · i? · causal · r1

Repeated measure ANOVA on the 33-item five-point Likert reading strategies questionnaire in English (Table 5); Change x Group was highly significant (F=2921.599; P<.000), with the experimental group gaining 63.20 scores versus 2.10 for controls.

"From the table we find that experimental group had a gain of 63.20 scores (from 44.92 to 108.12) whereas the control group had a gain of only 2.10 scores (from 43.87 to 45.97)."

Discussion¶

Learner Variables¶

Self-Regulation — outcome: instruction changes it

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