Post-test scores of the supplementary-reading group were more homogeneous and covered a higher range than control-group scores¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group's lowest and highest post-test scores (18 & 28) exceeded the control group's (10 & 27.5), and its score spread (10) was narrower than the control group's (17.5). → Mokhtari and Talebinezhad 2014

Evidence¶

Mokhtari and Talebinezhad 2014¶

Elahe Mokhtari, Mohammed Reza Talebinezhad. (2014). Using Supplementary Readings (Short Stories) in Increasing the Conceptual Fluency, the Case of Idioms in English. Advances in Language and Literary Studies. https://doi.org/10.7575/aiac.alls.v.5n.1p.134

q2 · i? · causal · r1

Descriptive comparison of score ranges from the post-test frequency distributions (Figures 3 and 4); the article states the experimental group's scores were "close to the mean which shows the homogeneity of the group in terms of conceptual fluency". These are descriptive statistics, not tested differences.

"the lowest and highest scores of experimental group (18 & 28) are higher than that of control group (10 & 27.5). And on the other hand, the difference between the highest and lowest scores for experimental group (10) is less than that of control group (17.5)."

Discussion¶

Related Claims¶

• The practical-work group's post-test scores were more homogeneous (SD 7.9) than the control group's (SD 9.5) — related
• The CTa module reduces the academic achievement gap between students compared with the commonly used module — related
• Providing lower-intermediate L2 learners with supplementary readings (short stories containing idioms) produces a statistically significant post-test advantage in conceptual fluency over idiom instruction alone — a broader claim this one bears on