Group differences reached statistical significance on each of the three listening texts individually¶

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

Subclaims¶

q3 i? Separate one-way ANOVAs on Text One (F = 8.84), Text Two (F = 4.29), and Text Three (F = 15.03), all p < .01, showed significant group differences on each text. → 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

Secondary per-text analyses in the same four-group experiment: each of the three PET-based listening texts was analyzed separately, with significant group differences on all three. No effect sizes printed.

"Three one -way ANOVAs run on the data obtained from Text One, Text Two, and Text Three revealed that there were statistically significant differences among the participating groups in the three texts given to the participants ( F = 8.84, p < .01, F = 4.29, p < .01,F = 15.03, p< .01, respectively)."

Discussion¶

Related Claims¶

• Group differences on the main listening test were statistically significant overall (F = 17.13), with topic preparation and repetition outperforming control — a broader claim this one bears on
• 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
• Topic preparation produced the highest listening comprehension scores among the four treatment groups — related
• One-way ANOVA on posttest scores showed a statistically significant difference among the subtitle, no-subtitle, and control groups (F = 84.161, Sig. = .000) — related