PowerPoint-enhanced teaching (visual input) produced significantly better listening comprehension post-test scores than traditional teaching for Iranian intermediate EFL learners¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i3 large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 After ANCOVA adjustment for pre-test scores, the experimental group receiving PowerPoint-enhanced teaching scored significantly higher on listening comprehension than the control group (Eta = .89). → Sehati and Khodabandehlou 2017 q3 i? Corrected post-test means favored the experimental group (37.77) over the control group (28.72). → Sehati and Khodabandehlou 2017 (2)

Evidence¶

Sehati and Khodabandehlou 2017¶

Samira Sehati, Morteza Khodabandehlou. (2017). Effect of Power Point Enhanced Teaching (Visual Input) on Iranian Intermediate EFL Learners' Listening Comprehension Ability. Journal of Educational Issues, Vol. 3, No. 2. https://doi.org/10.5296/jei.v3i2.12323

q3 · i3 · causal · r2

ANCOVA of post-test listening comprehension scores for 40 intermediate EFL learners randomly divided into control and experimental groups of 20, with pre-test as covariate. The article reports a "significance difference be tween experimental and control group" with F = 303.84 and the printed effect size Eta = .89, which exceeds the large-effect threshold.

"The results (F = 303.84, f = .00, Eta = .89) shows th at there is a difference between two groups. It means that there is significance difference be tween experimental and control group."

Sehati and Khodabandehlou 2017 (2)¶

Samira Sehati, Morteza Khodabandehlou. (2017). Effect of Power Point Enhanced Teaching (Visual Input) on Iranian Intermediate EFL Learners' Listening Comprehension Ability. Journal of Educational Issues, Vol. 3, No. 2. https://doi.org/10.5296/jei.v3i2.12323

q3 · i? · causal · r2

The same ANCOVA analysis reports adjusted post-test means: experimental M = 37.77 (SE = .36) versus control M = 28.72 (SE = .36), showing "the means of experimental group are upper than control group". No effect size is attached to this descriptive comparison.

"Table 7 shows the corrected means of dependent variable Listening comprehension ability. The data demonstrate that the means of experimental group are upper than control group."

Discussion¶

Learner Variables¶

• Oral Language — outcome: instruction changes it

Related Claims¶

• Students reacted positively to PowerPoint-enhanced listening lessons, reporting benefits for comprehension and motivation — related
• Iranian pre-intermediate EFL learners taught with video-based tasks improved significantly in listening comprehension from pre-test to post-test, in a within-group test with no between-group comparison reported — related
• Raw post-test descriptive means rose for the PowerPoint group (59.9 to 68.4) but stayed flat for the control group (58.45 to 58.1) — related
• Authentic-video instruction produced significantly higher post-test prosodic ability than traditional instruction for Iranian intermediate EFL learners — related
• Audio-visual listening tasks produce higher oral accuracy than audio-only listening tasks for intermediate Iranian EFL learners — related
• Learners value classroom listening practice and prefer video or equal weighting over audio-only materials — related
• Meaning-focused listening input significantly enhances productive vocabulary size of Iranian intermediate EFL learners compared with traditional instruction — related
• Grade-10 EFL students taught vocabulary with PowerPoint-enhanced lessons retained more vocabulary than students in traditional lessons — related