Vocabulary pre-teaching and pre-questioning produce no statistically significant difference in Saudi EFL college students' reading comprehension scores¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Among 46 Saudi EFL preparatory-year students, reading comprehension scores did not differ significantly between the vocabulary pre-teaching group and the pre-questioning group at the .05 level. → Hana S. S. Al Rasheed 2014 q2 i? Descriptively, the vocabulary pre-teaching group's mean (6.33 out of 8) was slightly higher than the pre-questioning group's mean (5.89 out of 8). → Hana S. S. Al Rasheed 2014 (2)

Evidence¶

Hana S. S. Al Rasheed 2014¶

Hana S. S. Al Rasheed. (2014). Examining the Effectiveness of Pre-reading Strategies on Saudi EFL College Students' Reading Comprehension. English Language Teaching, 7(11). https://doi.org/10.5539/elt.v7n11p79

q2 · i? · causal · r1

Quasi-experimental comparison of two intact randomly assigned groups of 23 female Saudi EFL students each, over four reading passages with eight multiple-choice questions per passage. An independent-samples t-test found no significant difference: "the t value is 1.67, which is significant at .102" (df = 44).

"Table 4 shows that the t value is 1.67, which is significant at .102. Based on this result, the null hypothesis is accepted"

Hana S. S. Al Rasheed 2014 (2)¶

Hana S. S. Al Rasheed. (2014). Examining the Effectiveness of Pre-reading Strategies on Saudi EFL College Students' Reading Comprehension. English Language Teaching, 7(11). https://doi.org/10.5539/elt.v7n11p79

q2 · i? · causal · r1

Descriptive means from the same quasi-experiment (Table 3): vocabulary pre-teaching mean 6.33 (SD .89), pre-questioning mean 5.8 (SD .91), out of 8. The article states "The means of the two groups are close"; no effect size is printed.

"The mean of vocabulary pre-teaching group is 6.33 out of 8, with a stan dard deviation of .89, whereas the mean of the pre-questioning group is 5.8, with a standard deviation of .91. The means of the two groups are close."

Discussion¶

Related Claims¶

• The review reports vocabulary pre-teaching was less effective than pictorial context and pre-questioning in prior EFL studies — reports the opposite
• Explicit instruction of four reading comprehension strategies with short stories yields higher reading comprehension post-test scores than regular syllabus instruction in EFL preparatory students — related
• Watching cartoons with English subtitles produces no statistically significant vocabulary-gain advantage over watching without subtitles among upper-intermediate ELT students — related
• Explicit reading strategy instruction produced a statistically significant pre-to-post gain in reading comprehension for Ethiopian EFL university students — related
• Training Saudi EFL college students in the 3-2-1 reading strategy for six weeks significantly improves their reading comprehension compared with no strategy training — related