Both the experimental and control classes improved significantly from pre-test to post-test in listening¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Paired-samples T-tests showed significant pre-test to post-test differences in both classes (P=0.000), with a larger paired difference in the experimental class (-18.26) than the control class (-9.17). → Xingbin Tian & Suksan Suppasetseree 2013

Evidence¶

Xingbin Tian & Suksan Suppasetseree 2013¶

Xingbin Tian & Suksan Suppasetseree. (2013). Development of an Instructional Model for Online Task-Based Interactive Listening for EFL Learners. English Language Teaching, 6(3). https://doi.org/10.5539/elt.v6n3p30

q3 · i? · causal · r1

Paired-samples T-test on each class (N=46 per class). Experimental class paired difference mean -18.26 (SD=4.855, t=-25.50, df=45); control class -9.17 (SD=4.312, t=-14.43, df=45); both Sig. .000.

"In Table 3, both experimental and control classes had significant differences between the pre-test and post-test (P=0.000, P ≤0.05). Therefore, both classes of students made a great progress in English listening learning."

Discussion¶

Related Claims¶

• Both instructed and regular listening classes produce significant within-group gains in general listening comprehension over a 10-week course — possibly the same claim (merge candidate)
• Both experimental and control groups improved significantly from pretest to posttest over the four-month period — related
• Video-based listening instruction produced a larger score improvement than audio-based instruction in an Indonesian EFL high-school experiment — related
• The experimental class taught with OTIL lessons in Moodle scored significantly higher on the listening post-test than the control class — related