Claims

MI-based instruction improved the making-requests subskill of EFL pre-service teachers

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i1 small
Currency · newest study 2013 · 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 i1 Participants showed a statistically significant pre-post gain on the making-requests component (t = 3.874, p ≤ .001, effect size 0.310). → Salem 2013

Evidence

Salem 2013

Salem, A. A. M. S. (2013). The Impact of Multiple Intelligences-Based Instruction on Developing Speaking Skills of the Pre-Service Teachers of English. English Language Teaching, 6(9), 53-66. https://doi.org/10.5539/elt.v6n9p53

q2 · i1 · causal · r1

One-group pre-post quasi-experiment (n = 60). Making-requests pretest M = 10.20 (SD = 3.150), posttest M = 11.68 (SD = 0.596), t = 3.874, p ≤ .001, effect size 0.310, i.e. "a statistically significant difference between mean scores of the subjects of the study on the pre and posttest on the making requests component."

"Data represented in table 6 reveals that there is a statistically significant difference between mean scores of the subjects of the study on the pre and posttest on the making requests component of the speaking pre-posttest favoring the post testing."

Discussion

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