Tutored problem-based learning through cognition-based tasks significantly increased Iranian intermediate EFL learners' speaking proficiency from pretest to posttest¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Experimental-group speaking scores rose significantly from pretest (M=15.75) to posttest (M=18.58) after twenty sessions of PBL with cognition-based tasks. → Ansarian et al. 2016

Evidence¶

Ansarian et al. 2016¶

Loghman Ansarian, Ali Akbar Adlipour, Mehrnoush Akhavan Saber, Elmira Shafiei. (2016). The Impact of Problem-Based Learning on Iranian EFL Learners' Speaking Proficiency. Advances in Language and Literary Studies 7(3). https://doi.org/10.7575/aiac.alls.v.7n.3p.84

q3 · i? · causal · r1

Paired-samples t-test comparing the 24 experimental-group participants' IELTS speaking pretest and posttest after the PBL treatment; the article reports "a statistically significant increase" with t(23)=13.22, p=.00. No effect size is printed.

"A paired-samples t-test indicated a statistically significant increase from pre-test (M= M=15.75, SD= 1.15) to post-test [M=18.58, SD= 1.05, t(23)= 13.22, p=.00]"

Discussion¶

Related Claims¶

• The experimental group gained substantially in speaking scores from pre-test to post-test — possibly the same claim (merge candidate)
• Control group showed only slight speaking gains from pre-test to post-test — related
• Before treatment, the cognition-based and objective-based groups did not differ significantly in speaking proficiency — related
• Authentic problem-based vocabulary tasks improve immediate vocabulary recall of intermediate Iranian EFL learners compared with conventional input-based tasks — related
• The experimental group improved significantly from pre-test to post-test in overall speaking proficiency, with a large within-group effect — related