Within the experiment group, six weeks of online reading tasks produced no statistically significant change in reading test scores¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · not yet checked against its sources · 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 i? The experiment group's pre-test and post-test reading scores did not differ significantly. → 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
Paired-sample t-test on the experiment group's pre- and post-test scores in the quasi-experiment. The article reports no significant difference and concludes the online reading tasks "did not affect students' reading achievement".
"The results revealed that there was not a statistically significant difference between pre -test (M=19.52, SD=3.09) and post -test (M=20.72, SD=3.82) scores of experiment group; t(24)= -1.27, p=0.215."
Discussion¶
Related Claims¶
- 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 — related
- The paper-based control group showed no statistically significant change in reading test scores over the term — related
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