The Debate and PI groups did not differ significantly in WTC at pre-test¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: local conditions change quickly

Subclaims¶

q2 i? An independent t-test found no significant pre-test WTC difference between groups (t=.676, p=.422). → Shamsudin et al. 2017

Evidence¶

Shamsudin et al. 2017¶

Mardziah Shamsudin, Moomala Othman, Maryam Jahedi & Dalia Aralas. (2017). Enhancing English Learners' Willingness to Communicate through Debate and Philosophy Inquiry Discussion. English Language Teaching, 10(8). https://doi.org/10.5539/elt.v10n8p145

q2 · i? · causal · r2

Independent samples t-test on pre-test WTC for Debate (52.33) and PI Discussion (51.29), t=.676, Sig. .422. Equivalence beyond this non-significant test was not examined.

"The result (Table 1) shows that th ere is no significant difference between the two groups on WTC before the treatments."

Discussion¶

Related Claims¶

• Both Debate instruction and Philosophy Inquiry discussion significantly increased ESL learners' Willingness to Communicate over a semester — related
• The Debate group showed a larger descriptive gain in Self-Perceived Communicative Competence than the PI group — related
• Debate was more effective than Philosophy Inquiry discussion in enhancing ESL learners' WTC at post-test — related
• Communicative Apprehension increased slightly more in the Debate group than in the PI group — related
• Before treatment, experimental and control groups did not differ significantly in Willingness to Communicate — related