No significant pre-test difference existed between the two groups' entry listening knowledge¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2015: local conditions change quickly
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? Before treatment, the IELTS-Instructed and TOEFL-Instructed groups did not differ significantly on a listening pre-test, supporting group comparability at entry. → Ali Panahi 2012
Evidence¶
Ali Panahi 2012¶
Ali Panahi. (2012). Binding Task-Based Language Teaching and Task-Based Language Testing: A Survey into EFL Teachers and Learners' Views of Task-Based Approach. English Language Teaching, 5(2). https://doi.org/10.5539/elt.v5n2p148
q2 · i? · causal · r1
Independent t-test on the 20-question listening pre-test (Table 5 reports t = 0.381, df = 56, Sig. 0.24) comparing the II group (n = 32, mean 5.0125) and TI group (n = 235, mean 5.1523); the study reports "no statistically significant difference" between the groups' entry knowledge.
"the results of the analysis presents no statistically significant difference (P > 0.24; Mean= 5.01 and 5.15) between the entry knowledge of the two groups."
Discussion¶
Related Claims¶
- IELTS-task-instructed learners outperformed TOEFL-materials-instructed learners on listening post-test performance — related
- The four DA-by-age groups were statistically equivalent in general English proficiency and pre-test writing accuracy before treatment — related
- Task-based instruction changed learners' views toward TBLT to align with teachers' views — related
- Experimental and control groups showed no significant pre-test difference in reading comprehension before treatment — related
- Experimental and control groups were equivalent in vocabulary before the glossing treatment — related
- Chatbot and search engine classes showed no significant baseline differences in science learning ability and knowledge before the intervention — related
- Experimental and control groups did not differ significantly on pre-test NOS or SK scores — related
- High and low CT groups showed comparable prior coding knowledge before the AICA intervention — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-pretest-listening-difference-groups |
title |
No significant pre-test difference existed between the two groups' entry listening knowledge |
description |
No significant pre-test difference existed between the two groups' entry listening knowledge |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2012 |
recheck_by |
2015 |
generated |
by process:wiki-ingest on 2026-09-27 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ali-panahi-2012 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.