Group differences on the main listening test were statistically significant overall (F = 17.13), with topic preparation and repetition outperforming control¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A one-way ANOVA on the main listening test showed a statistically significant difference among the four groups, F = 17.13, p < .01. → Rouhi 2014 q3 i? Post-hoc (Student-Newman-Keuls) analysis located the differences: topic preparation and repetition of input outperformed the control group, while the previewing group did not differ significantly from control. → Rouhi 2014

Evidence¶

Rouhi 2014¶

Rouhi, A., Nabavi, S.-M., & Mohebbi, H. (2014). The effects of previewing questions, repetition of input, and topic preparation on listening comprehension of Iranian EFL learners. Iranian Journal of Language Teaching Research, 2(2), 73-85. https://www.urmia.ac.ir/ijltr

q3 · i? · causal · r2

One-way ANOVA on main-test scores of the four groups (25, 26, 25, 26 participants) in the classroom experiment; the omnibus effect was significant at F = 17.13, p < .01. No effect size printed.

"the results obtained from the ANOVA indicated that the difference among the four participating groups was statistically significant ( F = 17.13, p< .01).Furthermore, each text's results were also examined."

Rouhi 2014 (2)¶

Rouhi, A., Nabavi, S.-M., & Mohebbi, H. (2014). The effects of previewing questions, repetition of input, and topic preparation on listening comprehension of Iranian EFL learners. Iranian Journal of Language Teaching Research, 2(2), 73-85. https://www.urmia.ac.ir/ijltr

q3 · i? · causal · r2

Student-Newman-Keuls post-hoc analysis of the same four-group experiment located the pairwise differences; topic preparation and repetition did not differ significantly. No effect size printed.

"Further data analysis revealed that the topic preparation group outperformed the other participating groups. However, the difference between topic preparation and repetition of input was not statistically significant."

Discussion¶

Related Claims¶

• Group differences reached statistical significance on each of the three listening texts individually — a narrower finding that bears on this claim
• Topic preparation produced the highest listening comprehension scores among the four treatment groups — related
• Previewing questions alone did not appear to influence learners' listening comprehension performance — related
• Repetition of input yielded higher scores than previewing questions, but the two supports did not differ significantly in this study — related