Explicit phonological awareness instruction significantly improved adult Saudi EFL learners' oral reading literacy from pretest to posttest¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The treatment group's mean oral reading score rose significantly from pretest (M=4.33) to posttest (M=42.64) after 24 hours of phonological awareness instruction. → Ibrahim 2018

Evidence¶

Ibrahim 2018¶

Mahmoud Ibrahim. (2018). Explicit Versus Implicit Modes of EFL Reading Literacy Instruction: Using Phonological Awareness With Adult Arab Learners. English Language Teaching, 11(9). https://doi.org/10.5539/elt.v11n9p144

q2 · i? · causal · r2

Paired-sample t-test on the treatment group (n=36 completers) in a quasi-experimental study at the University College of Umluj; means rose from 4.33 (SD 3.59) to 42.64 (SD 17.06), t(35)=13.911, p=0.001, "in favor of the Posttest".

"Table 3 illustrates that t value was 13.9 with a significant p-value of 0.001 (which is less than 0.05). in other words, there is a significant difference between the mean score of the Posttest and the mean of the Pretest in favor of the Posttest."

Discussion¶

Related Claims¶

• Posttest scores of the phonological awareness treatment group were significantly higher than the control group's, with a large effect size — related
• Intensive exposure to EFL classes alone produced no statistically significant literacy gains in adult learners lacking basic literacy — related
• An 11-week teacher-delivered phonological awareness intervention significantly improves kindergarten children's phoneme segmentation, letter knowledge, reading, and invented spelling — related
• Adult Saudi learners held positive attitudes toward phonological awareness instruction, preferring it to their prior schooling — related