NLP instruction significantly improves ESP reading comprehension of Iranian undergraduate EFL learners¶
Claim · All claims
Evidence · 1 study · causalr2·q2·i2medium
Currency · newest study 2018 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · 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 After ANCOVA adjustment for pretest scores, the NLP-taught group significantly outperformed the conventionally taught control group on ESP reading comprehension posttest. → Farahani 2018
Evidence¶
Farahani 2018¶
Fahimeh Farahani. (2018). The Effect of Neuro-Linguistic Programming (NLP) on Reading Comprehension in English for Specific Purposes Courses. International Journal of Education & Literacy Studies, 6(1). http://dx.doi.org/10.7575/aiac.ijels.v.6n.1p.79
q2 · i2 · causal · r2
Quasi-experimental between-subject study of two intact classes (n=30 experimental, n=30 control) of medical-science undergraduates; ANCOVA adjusted posttest means for pretest. Table 3 reports Teaching*method F=33.846, p=0.000, partial Eta Squared 0.373, described as "a statistically significant difference between the adjusted means".
"The statistical significance value (ρ-value) is reported to be.000 which shows a statistically significant difference between the adjusted means (ρ<.0005)."
Discussion¶
Related Claims¶
- Pairwise comparison shows the NLP group scored about 3.2 points higher than the control group on the reading posttest — a narrower finding that bears on this claim
- Iranian undergraduate EFL students who performed sight translation exercises during reading instruction scored significantly differently on a TOLIMO reading posttest than control students, which the author interprets as the experimental group outperforming the control group — related
- Iranian intermediate EFL learners taught through dynamic assessment outperformed a non-dynamically taught control group on a reading comprehension post-test — related
- Genre-based reading instruction produces significantly higher reading posttest scores than traditional instruction for Iranian female high school EFL learners — related
- Pictorial context improves ESP reading comprehension of Iranian university students majoring physics — related
- Reciprocal teaching improves reading comprehension of intermediate Iranian EFL learners more than conventional reading instruction — related
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