Claims

Explicit phonetic transcription instruction improves Iranian undergraduate EFL students' word stress learning compared with listen-and-repeat exposure

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2019 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · 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? After 10 treatment sessions (45 minutes of each 90-minute class, September 22 to November 9, 2013), the experimental group taught with phonetic transcription scored significantly higher on word stress identification than the control group taught by listening and repetition. → Ghorbani 2019

Evidence

Ghorbani 2019

Ghorbani, M. R. (2019). The effect of phonetic transcription on Iranian EFL students' word stress learning. Journal of Language and Linguistic Studies, 15(2), 400-410. https://eric.ed.gov/?id=EJ1220802

q2 · i? · causal · r1

Quasi-experimental post-test comparison of two intact first-semester EFL classes (EG n = 16, CG n = 18) analyzed with an independent samples t-test in SPSS; the treatment ran for 10 sessions, 45 minutes of each 90-minute class, with a 45-day interval between pre-test and post-test. The EG mean of "48.62" exceeded the CG mean of "36.77" with a significant t-test; no effect size was printed.

"As shown in Table 2, there was a significant difference between the EG (M = 48.62, SD = 6.46) and the CG [M = 36.77, SD = 4.10; t (6.28) = 0.000, p < .05]."

Discussion

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