Processing instruction significantly improves Iranian EFL learners' writing ability from pre-test to post-test¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The PI group showed a significant difference between pre-test and post-test writing scores (t=11.374, df=14, sig=0.000). → Hossein Hashemnezhad & Sanaz Khalili Zangalani 2012

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 · r1

Paired-samples t-test on the PI group (n=15) in this quasi-experimental pretest-posttest study. Pre-test mean was M=3.27 and post-test M=5.33, so "PI has a significant effect on EFL learners' writing ability improvement"; no effect size is printed.

"The amount of t is calculated, according to Table 3, and t=11.374, with df=14, and it is significant (sig=0.000<0.05) at 0.05 level."

Discussion¶

Related Claims¶

• The PI group performed significantly better than the TI group on the writing post-test after equivalent pre-tests — related
• Traditional instruction also significantly improves Iranian EFL learners' writing ability from pre-test to post-test — related
• At post-test, the multiple intelligences group significantly outperformed the traditionally instructed control group on the writing test — related