Prep School and undergraduate students differed significantly on overall beliefs, MFI-FFI and FonF-FonFs, but not on implicit-explicit or inductive-deductive preferences¶

Claim · All claims
Evidence · 1 study (3 entries) · associational r2 · q2 · i0–i1
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change

Subclaims¶

q2 i1 Prep School students scored significantly higher than other students on overall beliefs (d = .22). → Daloglu 2020 q2 i0 Prep School students favored MFI significantly more than other students (d = .17), and favored FonF over FonFs significantly more (d = .27). → Daloglu 2020 (2) q2 i? No statistically significant differences between Prep School and other students on implicit-explicit or inductive-deductive instruction. → Daloglu 2020 (3)

Evidence¶

Daloglu 2020¶

Daloglu, A. (2020). EFL Students' Beliefs about How They Learn Grammar Best. English Language Teaching, 13(10). https://doi.org/10.5539/elt.v13n10p158

q2 · i1 · associational · r2

Independent-samples t-test comparing 684 Prep School and 243 undergraduate students. The article reports t (925) = 2.89, p<.05, d = .22, which it interprets via Cohen (1988) as a significant effect of year in university.

"An independent-samples t-test comparing Prep School students an d undergraduate students (Table 3) found a statistically significant difference between the scores of Prep School students (M = 3.39, SD = .28) and those of other students (M = 3.33, SD = .27; t (925) = 2.89, p<.05, d = .22)."

Daloglu 2020 (2)¶

Daloglu, A. (2020). EFL Students' Beliefs about How They Learn Grammar Best. English Language Teaching, 13(10). https://doi.org/10.5539/elt.v13n10p158

q2 · i0 · associational · r2

Independent-samples t-tests on the MFI-FFI pair (d = .17, Table 4) and the FonF-FonFs pair (d = .27, Table 5). The article calls these "a small but significant effect" of year in university.

"results of an independent-samples t-test (Table 5) f ound Prep School students had significantly higher scores favoring FonF over FonFs (M = 3.20, SD = .43) when compa red to other students (M = 3.09, SD = .37; t (486.81) = 3.94, p<.05, d = .27)."

Daloglu 2020 (3)¶

Daloglu, A. (2020). EFL Students' Beliefs about How They Learn Grammar Best. English Language Teaching, 13(10). https://doi.org/10.5539/elt.v13n10p158

q2 · i? · associational · r2

Independent-samples t-tests found no significant differences on implicit-explicit (p >.05) or inductive-deductive (p = .690, Table 7) pairs. No effect sizes were printed for these null results.

"independent-samples t-tests found no st atistically significant di fferences between the beliefs of Prep School students and other students regarding im plicit versus explicit instruction (M = 3.57, SD = .50; M = 3.52, SD = .49; t (925) = 1.17, p >.05)."

Discussion¶

Related Claims¶

• All student groups preferred deductive over inductive grammar instruction — related
• All student groups preferred explicit over implicit grammar instruction — related
• Explicit grammar teaching outperforms implicit teaching; one review found the advantage only for complex rules, but a meta-analysis found it for simple rules too — related
• ESL learners rate deductive and inductive consciousness-raising tasks equally effective, regardless of proficiency — related
• Preferred instruction type shifted by year: Prep School, freshman and sophomore students preferred implicit instruction while junior and senior students preferred meaning-focused instruction — related
• Focus on form was the least preferred method of grammar instruction regardless of year of study — related
• EFL students across all years of study prefer having grammar included as part of their lessons and course books — related