The PI group performed significantly better than the TI group on the writing post-test after equivalent pre-tests¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Post-test means differed significantly between the PI and TI groups (t=3.520, df=14, sig=0.003), with PI higher. → Hossein Hashemnezhad & Sanaz Khalili Zangalani 2012 q2 i? The two groups were equivalent on the pre-test (sig=0.424 > 0.05), so post-test differences could be attributed to instruction type. → Hossein Hashemnezhad & Sanaz Khalili Zangalani 2012 (2)

Evidence¶

Hossein Hashemnezhad & Sanaz Khalili Zangalani 2012¶

Hossein Hashemnezhad & Sanaz Khalili Zangalani. (2012). The Effects of Processing Instruction and Traditional Instruction on Iranian EFL Learners' Writing Ability. English Language Teaching, 5(11). http://dx.doi.org/10.5539/elt.v5n11p125

q2 · i? · causal · r2

Independent-samples comparison of PI (M=5.33) and TI (M=4.13) post-test scores (each n=15) in the quasi-experimental study; the mean difference printed is 1.20000. No standardised effect size is printed.

"As illustrated in Table 6, the results of this test showed significant difference betw een the two groups' post-test score means, Sig=0.003<0.05."

Hossein Hashemnezhad & Sanaz Khalili Zangalani 2012 (2)¶

Hossein Hashemnezhad & Sanaz Khalili Zangalani. (2012). The Effects of Processing Instruction and Traditional Instruction on Iranian EFL Learners' Writing Ability. English Language Teaching, 5(11). http://dx.doi.org/10.5539/elt.v5n11p125

q2 · i? · causal · r1

Independent-samples t-test on pre-test scores of the PI and TI groups (each n=15) established group equivalence before treatment; equivalence was inferred from a non-significant test, not a formal equivalence test.

"the result showed that as the significance level of t-test was Sig=0.424 >0.05, there were no significant differences between the two groups' pre-test score means."

Discussion¶

Related Claims¶

• Processing instruction significantly improves Iranian EFL learners' writing ability from pre-test to post-test — related
• Traditional instruction also significantly improves Iranian EFL learners' writing ability from pre-test to post-test — related
• The experimental and control groups did not differ significantly in writing scores at pre-test, supporting attribution of post-test differences to the instructional methods — related