Learning-style based reading activities produce higher reading comprehension achievement than traditional reading activities in EFL freshmen classes¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After eight weeks, the experimental group's adjusted reading comprehension post-test scores were significantly higher than the control group's. → Özgül Balcı 2017

Evidence¶

Özgül Balcı 2017¶

Özgül Balcı. (2017). The Effects of Learning-Style Based Activities on Students' Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes. Higher Education Studies, 7(4). https://doi.org/10.5539/hes.v7n4p35

q2 · i? · causal · r2

Quasi-experimental matching-only pretest-posttest control group study with 39 experimental and 39 control freshmen (Elementary Mathematics Education, Necmettin Erbakan University). One-way ANCOVA controlling for pre-test scores found post-test means of "22.33 for the experimental group" versus 18.74 for controls, F(1,75)=6.58, p<0.05.

"The ANCOVA result shows that the reading comprehension achievement of the experimental group was significantly better than that of the control group [F(1,75)=6.58, p<0.05], as shown in Table 5."

Discussion¶

Learner Variables¶

• Reading and Language — outcome: instruction changes it

Related Claims¶

• Explicit instruction of four reading comprehension strategies with short stories yields higher reading comprehension post-test scores than regular syllabus instruction in EFL preparatory students — related
• Learning-style based reading activities produce higher English self-efficacy than traditional reading activities in EFL freshmen classes — related