Immersive multimedia learning with peer support significantly improves oral production in reading aloud across all rubric aspects compared with no peer support¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? First-year EFL students learning with immersive multimedia plus peer support scored significantly higher than students without peer support on pausing, phrasing, stress, intonation, rate, and integration in reading aloud (p < .05 for all aspects). → Muslem 2017

Evidence¶

Muslem 2017¶

Muslem, A., & Abbas, M. (2017). The Effectiveness of Immersive Multimedia Learning with Peer Support on English Speaking and Reading Aloud. International Journal of Instruction, 10(1). http://www.e-iji.net/dosyalar/iji_2017_1_13.pdf

q2 · i? · causal · r1

Quasi-experimental post-test study of 80 first-year Indonesian university EFL students in intact classes, 40 per condition, analyzed with one-way ANOVA. For example, reading pausing means were 7.15 with peer support versus 6.70 without, F(1,78) = 6.382, p = .014, showing "p < .05 for all the aspects".

"Students in the peer -support group reported higher mean scores for all dimensions of oral production and results of the ANOVA tests reported significant differences, i.e., that p < .05 for all the aspects."

Discussion¶

Related Claims¶

• Peer support significantly improves oral production in both reading aloud and speaking among low English achievers — a narrower finding that bears on this claim
• Peer support does not significantly improve reading-aloud oral production among high English achievers — reports the opposite
• Peer support significantly improves speaking oral production among high English achievers — related