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¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2014 · 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? After a 10-session treatment, an independent samples t-test on posttest idiom scores showed a significant difference between the experimental (portfolio) and control groups, leading the authors to reject the null hypothesis. → Abdorreza Tahriri 2014
Evidence¶
Abdorreza Tahriri 2014¶
Abdorreza Tahriri, Masoud Khalili Sabet, Afrouz Aeineh. (2014). The Effect of Portfolio Assessment on Learning Idioms in Writing. International Journal of Education & Literacy Studies, 2(2). http://dx.doi.org/10.7575/aiac.ijels.v.2n.2p.53
q2 · i? · causal · r1
Quasi-experimental study of 30 upper-intermediate EFL learners (15 per group) taught 50 idioms over 10 sessions; independent samples t-test on posttest scores. The article reports "Significance of t-test is .0" with a mean difference of 13.40000, and concludes using portfolio "had a significant effect on the students' knowledge of idioms".
"Significance of t-test is .0 which is less than .05. As a result , there is a significant difference between the means of the two groups. Hence, the null hypothesis of this study was rejected."
Discussion¶
Related Claims¶
- Drawing mental images of idioms does not significantly improve immediate idiom recall among Iranian EFL learners — related
- Drawing mental images of idioms significantly improves delayed idiom recall among Iranian EFL learners — related
- Before treatment, the two groups showed no significant difference in idiom knowledge — related
- Before treatment, the experimental and control groups showed no significant difference in overall language proficiency — related
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