Students with trained teachers scored significantly higher on spoken English, listening, reading and words-memory subtests¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · 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? Experimental classes significantly outperformed ordinary classes on spoken English (7.82 vs 3.01, t=9.077, p=0.000), and the article reports the same pattern for listening, reading and words-memory (Tables 6-8). → Kang 2018

Evidence¶

Kang 2018¶

Kang, Y., & Liang, L. (2018). The Effect of EFL Teachers’ Training in Rural West China: Evidence From Phonics-oriented Program. English Language Teaching, 11(3). https://doi.org/10.5539/elt.v11n3p40

q2 · i? · causal · r1

The spoken-English comparison table from the same Cambridge Young Learners English test shows experimental classes averaging 7.82 versus 3.01 for ordinary classes, t = 9.077, p = 0.000. The article states students in experimental classes "did much better in English listening, speaking, reading and words-memory".

"Experimental Classes 104 7.82 3.53 4.81 9.077 0.000 Ordinary Classes 125 3.01 4.48"

Discussion¶

Learner Variables¶

Oral Language — outcome: instruction changes it

Students taught by phonics-trained EFL teachers scored significantly higher in overall English achievement than students taught by untrained teachers — a broader claim this one bears on

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