After a 6-week treatment, Turkish EFL learners assigned online reading tasks did not differ in reading test scores from learners who continued reading on paper¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Post-test reading scores of the online-task experiment group and the paper-based control group showed no statistically significant difference. → Altay 2017

Evidence¶

Altay 2017¶

Altay, İ. F., & Altay, A. (2017). The impact of online reading tasks and reading strategies on EFL learners' reading test scores. Journal of Language and Linguistic Studies, 13(2), 136-152. https://eric.ed.gov/?id=EJ1159168

q2 · i? · causal · r1

Independent-sample t-test comparing post-test scores of the 25-student experiment group and 26-student control group in the quasi-experiment. The article reports no significant difference between "experiment group (M=20.72, SD=3.82) and control group (M=19.73, SD=4.99)"; equivalence was not tested.

"It was found that there was not a statistically significant difference between the post-test scores of experiment group (M=20.72, SD=3.82) and control group (M=19.73, SD=4.99); t(46.71)=0.796, p=0.430."

Discussion¶

Related Claims¶

• The paper-based control group showed no statistically significant change in reading test scores over the term — related
• Within the experiment group, six weeks of online reading tasks produced no statistically significant change in reading test scores — related
• Learning-styles-based adaptive tutoring did not increase academic achievement relative to conventional computer-based tutoring in EFL — related