Pragmatic lessons on compliments produce statistically significant, very large gains in beginner L2 learners' recognition of compliment strategies¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2 · i3 large
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The L2 experimental group improved significantly from pretest (M=33.33) to posttest (M=63.33), t(14)=6.40, p=0.0001. → Bachelor 2019 q2 i3 The Cohen's d effect size for the L2 intervention was 1.6, described as a very large effect. → Bachelor 2019 (2)

Evidence¶

Bachelor 2019¶

Bachelor, J. W., & Barros García, M. J. (2019). A comparison of heritage learners and L2 learners of Spanish: A study on compliment sequences in the classroom. Journal of Foreign Language Education and Technology, 4(1). http://jflet.com/jflet/

q2 · i? · causal · r1

Paired t test on MCDCT scores of the L2 experimental group (15 students at site one) after three pragmatic lessons. The article reports a statistically significant difference between pre and post scores; no standardized effect size is printed for this paired test.

"a statistically significant difference was found in the L2 experimental group between the pre test scores (M=33.33, SD=20. 59) and the post test scores (M=63.33, SD=17.18); t(14)=6.40, p=0.0001."

Bachelor 2019 (2)¶

Bachelor, J. W., & Barros García, M. J. (2019). A comparison of heritage learners and L2 learners of Spanish: A study on compliment sequences in the classroom. Journal of Foreign Language Education and Technology, 4(1). http://jflet.com/jflet/

q2 · i3 · causal · r1

Unpaired t test comparing L2 control (M=34.29, SD=19.02) and L2 experimental (M=63.33, SD=17.18) post-test scores was significant, t(20)=3.57, p=0.0019; the printed Cohen's d of 1.6 is called a "very large effect".

"As calculated, Cohen’s d=(63.33-34.29) ⁄ 18.123366=1.6. As such, an effect size of 1.6 is considered to be a “very large effect.”"

Discussion¶

Related Claims¶

• Pragmatic lessons on compliments produce no statistically significant improvement in heritage learners' recognition of compliment strategies — related
• Heritage learners of Spanish enter Spanish courses with high pragmatic competence in recognizing appropriate compliment strategies — related