Students given more control spent significantly more weekly time on listening practice, indicating greater effort and autonomy¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Experimental-group students' average weekly out-of-class listening practice rose from 1.83 hours before the experiment to 2.79 hours during it, a significant paired difference (Sig. 2-tailed 0.000). → Wang 2010

Evidence¶

Wang 2010¶

Yushan Wang. (2010). To Give Control to Learners or Not? A Comparative Study of Two Ways of Teaching Listening. English Language Teaching, Vol. 3, No. 2. http://www.ccsenet.org/elt

q2 · i? · causal · r1

Paired-samples T-test on self-reported weekly listening practice time of the experimental group (N=51): Time 1 mean 1.8382, Time 2 mean 2.7941, t = -3.942, df = 50, Sig. (2-tailed) .000. Time 1 came from a questionnaire, Time 2 from learner diaries.

"From Table 4.3.1 we can see that before the experiment, the average time of the subjects of the experimental group spent on the listening practice is 1.83 hours per week and during the experiment 2.79 hours per week."

Discussion¶

Related Claims¶

• Experimental-group students improved significantly in listening proficiency under the zero class hour model over two months — related
• The zero class hour group and the traditionally taught group made statistically similar listening gains after two months — related
• Experimental and control groups did not differ significantly in listening comprehension achievement before the intervention — related
• Experimental-group students' listening comprehension scores rose significantly from pre-test to post-test after interactive whiteboard instruction with visual materials — related
• Thai undergraduates' business vocabulary test scores rose from pre-test to post-test after four weeks of out-of-class role-playing gamification with Mangomon, in a single-group study with no control group — related
• The share of students choosing interleaved practice rose from 13% to 40% across the session, but the visual feedback prompt did not further increase interleaved practice choices — related