Presentation condition does not differentially affect microstructure comprehension over five weeks, though VNT and NT groups improved while the text-only group did not¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q3 · i2 medium
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The repeated-measures ANOVA on RC MICS pre- and post-tests showed a significant main effect for Test but non-significant effects for Group and the Group x Test interaction. → Lin 2016 q3 i2 Paired t-tests showed significant MICS pre-to-post improvements for the VNT and NT groups but not for the T group. → Lin 2016 (2)

Evidence¶

Lin 2016¶

Lin, L.-F. (2016). The Impact of Video-based Materials on Chinese-Speaking Learners’ English Text Comprehension. English Language Teaching, 9(10). https://doi.org/10.5539/elt.v9n10p1

q3 · i? · causal · r2

Repeated-measures ANOVA (Table 4) on RC MICS pre- and post-tests: Group F = .922, p = .401; Test F = 22.96, p = .000; Interaction F = .72, p = .488. One-way ANOVA of the MICS post-test showed no significant differences among the three groups.

"the results of a repeated measures ANOV A on the RC MICS pre- and post-tests [Test (Pre, Post) x Group (T, NT, VNT)] show a significant main effect for Test and non-significant effects for Group and the interaction of both"

Lin 2016 (2)¶

Lin, L.-F. (2016). The Impact of Video-based Materials on Chinese-Speaking Learners’ English Text Comprehension. English Language Teaching, 9(10). https://doi.org/10.5539/elt.v9n10p1

q3 · i2 · causal · r1

Paired t-tests on RC MICS pre- and post-scores: VNT t = -5.45, p = .000; NT t = -2.98, p = .006; T t = -1.66, p = .107. The T group's improvement was not significant.

"the VNT group achieved a significantly higher score on the MICS post-test (M = 75.56) than on the pretest ( M = 65.56), r = -0.34; the NT group also achieved a significantly higher score on the MICS post-test (M = 75.63) than the pretest ( M = 65.93), r = -0.31"

Discussion¶

Related Claims¶

• Video with concurrent narration and on-screen text yields higher immediate microstructure comprehension than text alone or narration with text — related
• Video with concurrent narration and on-screen text yields higher immediate macrostructure comprehension than text alone or narration with text — related
• Video-based treatment produces significant macrostructure gains over five weeks, with a significant Group x Test interaction — related
• Repeated listening improves oral reading fluency in second-grade students, with Listening Only outgaining Reading While Listening and Reading Only — related
• Revisions to visuals had no effect on post-lesson test scores, though prior knowledge predicted performance — related
• No significant differences between conditions on the retention test, and scores of the Visual and Timeline conditions decreased significantly from post-test to retention — related
• Co-constructing visual-textual representations without timeline integration did not significantly raise post-test scores over textual representations — related