All four instructional groups (PI and PBI, with and without EI) outperformed the control group on the aural interpretation task at immediate and delayed posttests¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 On the aural interpretation task, a repeated measures ANOVA showed a significant Group × Test interaction (η2=0.15), with all instructional groups outperforming the control group at both posttests. → Adem Soruç 2017

Evidence¶

Adem Soruç 2017¶

Adem Soruç, Jingjing Qin, YouJin Kim. (2017). Comparing the Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Learning: The Role of Explicit Information. TESL Canada Journal/Revue TESL du Canada, 34(2), 49–70. http://dx.doi.org/1018806/tesl.v34i2.1262

q3 · i3 · causal · r2

A 5 × 3 factorial repeated measures ANOVA on aural interpretation scores of 144 Turkish EFL elementary learners across five groups and three test times. The article reports "a significant Group × Test interaction, F (8,144) =6.35, p <0.001, η2=0.15" and main effects for Test (η2=0.40) and Group (η2=0.27).

"It showed a main effect for the within-subjects variable Test, F (2,144) =91.07, p <0.001, η2=0.40; a main effect for the between-subjects variable Group, F (4,144) =12.98, p <0.001, η2=0.27; and a significant Group × Test interaction, F (8,144) =6.35, p <0.001, η2=0.15."

Discussion¶

Related Claims¶

• PI+EI outperformed PBI+EI on the aural interpretation task at the immediate posttest, but the advantage did not persist at the delayed posttest — related
• No significant differences emerged among the four instructional groups on the oral production task, despite PI learners never producing the target form during instruction — related
• Explicit information mediated PI's superiority over PBI on interpretation: PI-EI and PBI-EI performed equally, so the PI+EI advantage was attributed to EI, not structured input alone — related
• Explicit information showed no within-instruction effect: PI+EI equalled PI-EI and PBI+EI equalled PBI-EI on both tasks over time — related