Claims

MI-based instruction improved oral presentation skills of EFL pre-service teachers

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i2 medium
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 i2 Participants showed a statistically significant pre-post gain on the oral presentation skills test (t = 18.009, p ≤ .001, effect size 0.782). → 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 · i2 · causal · r1

Same one-group pre-post quasi-experiment (n = 60). Oral presentation pretest M = 8.77 (SD = 5.673), posttest M = 21.63 (SD = 4.491), t = 18.009, p ≤ .001, effect size 0.782, showing "a statistically significant difference between mean scores of the subjects of the study in the pretest and posttest on the oral presentation skills component."

"It is clear from the data represented in table 5 that there is a statistically significant difference between mean scores of the subjects of the study in the pretest and posttest on the oral presentation skills component. This difference is in favor of the post test scores."

Discussion

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