Music-based song instruction improves Iranian children's intonation more than teacher-read song instruction¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2014 · 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 experimental group scored significantly higher than the control group on the intonation posttest (t28 = 9.856, p = .000). → Fereshteh Moradi & Mohsen Shahrokhi 2014
Evidence¶
Fereshteh Moradi & Mohsen Shahrokhi 2014¶
Fereshteh Moradi & Mohsen Shahrokhi. (2014). The Effect of Listening to Music on Iranian Children's Segmental and Suprasegmental Pronunciation. English Language Teaching, 7(6). https://doi.org/10.5539/elt.v7n6p128
q2 · i? · causal · r1
Independent-sample t-test on the intonation part of the posttest for the two groups of 15 learners each; the experimental group mean was 8.20 versus 4.47 in the control group, which the article calls a "statistically significant amount".
"According to the figures in Table 7, the amount of t-observed (t28= 9.856) is significant at the probability level of p= .000, which shows a statistically significant amount."
Discussion¶
Related Claims¶
- Music-based song instruction improves Iranian children's stress pattern recognition more than teacher-read song instruction — related
- Music-based song instruction improves Iranian children's segmental pronunciation (vowels, consonants, diphthongs, triphthongs) more than teacher-read song instruction — related
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