Presentation strategy instruction produces significantly higher reading comprehension post-test scores than ordinary strategy-based instruction for Iranian intermediate EFL learners¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After ten weeks, the experimental group significantly outperformed the control group on a standardized reading comprehension post-test (p = .000). → Hooshang Khoshsima & Forouzan Rezaeiantiyar 2014

Evidence¶

Hooshang Khoshsima & Forouzan Rezaeiantiyar 2014¶

Hooshang Khoshsima & Forouzan Rezaeiantiyar. (2014). The Effect of Presentation Strategy on Reading Comprehension of Iranian Intermediate EFL Learners. Advances in Language and Literary Studies, 5(3). https://doi.org/10.7575/aiac.alls.v.5n.3p.101

q2 · i? · causal · r2

Quasi-experiment with 61 intermediate EFL learners at Chabahar Maritime University randomly divided into experimental (n = 31) and control (n = 30) groups; the article reports a significant post-test difference with Sig. 0.000 < 0.05, so the "experimental group significantly achieved superior results than the control group". No effect size is printed.

"Table4 indicates that there is a significant difference between experimental and control groups in the post test. Since the level of significance is smaller than 0.05, 0.000 < 0.05.It means that experimental group significantly achieved superior results than the control group in the posttest."

Discussion¶

Related Claims¶

• The experimental group showed a significant pre-to-post gain in reading comprehension after presentation strategy instruction — related
• Iranian intermediate EFL learners taught through dynamic assessment outperformed a non-dynamically taught control group on a reading comprehension post-test — related
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• Instruction through Telegram groups produces significantly higher intermediate EFL reading comprehension post-test scores than traditional classroom instruction — related
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