Using podcasts as a motivational teaching strategy significantly increased Iranian EFL learners' motivation for listening (ELCMS)¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · 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? The experimental group's ELCMS scores rose significantly from pre- to post-administration after the podcast treatment (Wilcoxon Signed Rank test, p = .00). → Shiri 2015
Evidence¶
Shiri 2015¶
Saeed Shiri. (2015). The Application of Podcasting as a Motivational Strategy to Iranian EFL Learners of English: A View toward Listening Comprehension. Advances in Language and Literary Studies, 6(3). http://dx.doi.org/10.7575/aiac.alls.v.6n.3p.155
q2 · i? · causal · r1
Wilcoxon Signed Rank test on the experimental group's (n = 17) pre- and post-administration of the researcher-made ELCMS, run in SPSS 13. The article reports "a statistically significant difference between the ranks", so the first null hypothesis was rejected; no effect size is printed.
"Table 4.2. indicates that the p value of .00 is much lower than .05. This indicates that there exists a statistically significant difference between the ranks."
Discussion¶
Related Claims¶
- Weekly journal writing as a self-assessment technique significantly increased Iranian EFL learners' intrinsic motivation over a semester — related
- The podcast group significantly outperformed the control group on the listening comprehension post-test — related
- Participants held predominantly positive perceptions of podcasts as learning tools — related
- Listening to podcasts improved EFL students' self-regulation more than listening to radio programs — related
- Interviewed learners unanimously perceived improvement in their listening comprehension and valued podcasts as a supplementary tool — related
- The two groups did not differ significantly in listening ability at pretest, supporting group homogeneity — related
- Higher episode completion (>50%) is independently associated with greater learning gain, and the centre effect on gain is mediated by engagement — related
- Content Acquisition Podcasts produced significantly higher posttest scores than textbook-based instruction for preservice teachers — related
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