Project-based activities significantly improve intermediate EFL students' reading comprehension compared with communicative language teaching instruction¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2014 · 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? At α = .05, intermediate EFL learners taught through project-based activities (magazines or wall newspapers) scored significantly higher on a reading comprehension post-test than learners taught via CLT. → Mona Poorverdi Shiraz and Ebrahim Ezati Larsari 2014
Evidence¶
Mona Poorverdi Shiraz and Ebrahim Ezati Larsari 2014¶
Mona Poorverdi Shiraz and Ebrahim Ezati Larsari. (2014). The Effect of Project-Based Activities on Intermediate EFL Students' Reading Comprehension Ability. The Journal of Effective Teaching, Vol. 14, No.3, 38-54. https://uncw.edu/cte/et/
q2 · i? · causal · r2
One-way ANOVA on post-test scores of 120 intermediate female EFL students (40 per group) at Kish English Institute of Rasht, comparing two project-based groups with a CLT control group. The article reports F = 26.266, Sig. .000, and states there is "a significant positive relationship between using Project-based tasks and improving reading comprehension."
"The relatively high value of F = 26.266 showed that there is, indeed, a significant positive relationship between using Project-based tasks and improving reading comprehension."
Discussion¶
Related Claims¶
- No significant difference in reading comprehension between the magazine-making and wall-newspaper project groups, supporting the second null hypothesis — related
- Both project-based groups (magazine and wall newspaper) significantly outperformed the control group on reading comprehension, with the largest mean difference between the wall newspaper group and the control group — a narrower finding that bears on this claim
- Task-based reading instruction produces significantly higher reading post-test scores than traditional reading instruction for intermediate Iranian EFL learners — related
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