Foreign learners of Turkish taught grammar with personalized texts scored significantly higher on the post-test than learners taught with ordinary textbook examples¶

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? In a true experimental pretest-posttest control group study (n=24), the personalized-instruction group averaged 89.3 on the post-test versus 74.5 for the control group, a statistically significant difference at the 0.01 level. → Kardaş 2016

Evidence¶

Kardaş 2016¶

Kardaş, D. (2016). The use of personalized texts for teaching Turkish as a second language. Educational Research and Reviews. https://doi.org/10.5897/ERR2015.2538

q3 · i? · causal · r1

True experimental pretest-posttest control group design with 24 students (12 per group) at Gazi University TÖMER over six weeks. The experimental group received personalized examples and exams; the control group received textbook examples and unreal-information questions. The article reports a statistically meaningful difference [t (24)= -4.465, p<0.01], with "average academic success level was 74.5 while it was 89.3 in experimental group".

"In control group average academic success level was 74.5 while it was 89.3 in experimental group for which the same grammar topics were taught."

Discussion¶

Learner Variables¶

• Syntax — outcome: instruction changes it

Related Claims¶

• The experimental group showed a statistically significant gain from pretest to post-test after personalized grammar instruction — possibly the same claim (merge candidate)
• The experimental and control groups did not differ significantly on the Turkish grammar pretest, establishing homogeneity before the intervention — a narrower finding that bears on this claim
• Grammar consciousness-raising activities produce significantly higher grammar posttest scores than deductive grammar teaching for young EFL learners — related