Purely meaning-focused activity without form-focused treatment did not lead learners to improve oral accuracy¶
Claim · All claims
Evidence · 1 study · causalr1·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 control group, which received no feedback, did not significantly improve its oral accuracy scores across the treatment sessions. → Farahman Farrokhi 2012
Evidence¶
Farahman Farrokhi 2012¶
Farahman Farrokhi, Mohammad Hassan Chehrazad. (2012). The Effects of Planned Focus on Form on Iranian EFL Learners' Oral Accuracy. World Journal of Education. https://doi.org/10.5430/wje.v2n1p70
q2 · i? · causal · r1
Authors' interpretation of the control group's performance across the six story-retelling sessions in the quasi-experiment; the control group's session-to-session scores showed no significant improvement, supporting the claim that meaning-focused activity alone did not raise accuracy.
"That the control group, which received no feedback, did not significantly improve their scores on the post tests is also significant in showing that purely meaning focused activities without any kind of form focused treatment do not lead the learners to improve their oral accuracy"
Discussion¶
Related Claims¶
- Planned focus on form via corrective feedback on simple past tense errors improves Iranian EFL learners' oral accuracy by the final treatment session — related
- Recasts on simple past tense errors outperform no feedback on oral accuracy in the final session (p = .040) — related
- Corrective feedback on second-language errors has a significant effect on L2 development that is maintained on delayed tests — related
- Delayed explicit and metalinguistic feedback outperforms no feedback on oral accuracy in the final session (p = .044) — related
- Comprehensible input alone is insufficient for acquisition of high levels of grammatical proficiency — a broader claim this one bears on
- Control-group students showed no improvement in using ILP features while interpreting without instruction — related
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