Portfolio-based instruction improves EFL learners' reading comprehension scores relative to non-portfolio instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After one semester, the portfolio-instructed experimental group outperformed the control group on the Michigan reading comprehension posttest (t=5.225, p=0.000). → Hosna Hosseini & Zargham Ghabanchi 2014

Evidence¶

Hosna Hosseini & Zargham Ghabanchi 2014¶

Hosna Hosseini & Zargham Ghabanchi. (2014). The Effect of Portfolio Assessment on EFL Learners' Reading Comprehension and Motivation. English Language Teaching, 7(5). https://doi.org/10.5539/elt.v7n5p110

q2 · i? · causal · r2

Quasi-experimental pretest-treatment-posttest study of 65 female translation students in two intact classes; the experimental group (n=33) received portfolio-based instruction. Posttest means were 14.09 (experimental) vs 10.68 (control), and the article reports the difference as "statistically significant (T=5.225, P=0.000<0.05)".

"The independent t-test was run to compare the mean scores of the experimental and the control groups. As shown, the difference between the two groups was statistically significant (T=5.225, P=0.000<0.05)."

Discussion¶

Related Claims¶

• Portfolio-based instruction raises EFL learners' motivation in reading comprehension courses — related
• Portfolio-based writing assessment produced higher final examination writing scores than traditional non-portfolio assessment in an EFL composition course — related
• Instruction through Telegram groups produces significantly higher intermediate EFL reading comprehension post-test scores than traditional classroom instruction — related
• Genre-based reading instruction produces significantly higher reading posttest scores than traditional instruction for Iranian female high school EFL learners — related
• Telegram-group instruction yields significantly larger reading comprehension gain scores than traditional classroom instruction, with a printed effect size of .50 — related
• Portfolio assessment is followed by a statistically significant posttest difference in idiom knowledge between Iranian upper-intermediate EFL learners who kept portfolios and those who received traditional instruction — related
• Iranian undergraduate EFL students who performed sight translation exercises during reading instruction scored significantly differently on a TOLIMO reading posttest than control students, which the author interprets as the experimental group outperforming the control group — related
• Traditional reading instruction without attention to learning styles yields non-significant gains in reading comprehension and self-efficacy — related