Claims

Pragmatic lessons on requests did not significantly improve SHL learners' pragmatic request competence, with scores decreasing from pre- to post-test

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · 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? A paired t test on the SHL group's pre- and post-test DCT scores yielded a two-tailed P value of 0.2245, not statistically significant, and written and oral scores decreased by -7.23% and -3.34%. → Barros García 2018

Evidence

Barros García 2018

Barros García, M. J., & Bachelor, J. W. (2018). Pragmatic Instruction May Not Be Necessary Among Heritage Learners of Spanish: A Study on Requests. Journal of Foreign Language Education and Technology, 3(1). https://jflet.com/jflet/

q2 · i? · causal · r1

Paired t test comparing pre- and post-test written and oral DCT scores within the 18-student SHL group after three pragmatic lessons. The article reports the two-tailed P value "equals 0.2245" and descriptive decreases of -7.23% (written) and -3.34% (oral); no effect size is printed.

"The paired t test results from Table 2 indicate that the two-tailed P value equals 0.2245. As such, this difference is not considered to be statistically significant. In fact, student scores in group 1 decreased by -7.23% between the pre- and post-written DCTs and by -3.34% between the pre- and post-oral DCTs."

Discussion

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