Before instruction, control and experimental groups showed no significant difference in apology speech act performance at either proficiency level¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Pre-test t-tests showed no significant difference between control and experimental groups at intermediate (p=.764) or advanced (p=.437) levels. → Rajabi et al. 2015

Evidence¶

Rajabi et al. 2015¶

Shima Rajabi, Akbar Azizifar, & Habib Gowhary. (2015). Investigating the of Explicit Instruction of Apology Speech Act on Pragmatic Development of Iranian EFL Learners. Advances in Language and Literary Studies, 6(4). https://doi.org/10.7575/aiac.alls.v.6n.4p.53

q3 · i? · causal · r2

Independent-samples t-tests on pre-test DCT scores established group comparability before treatment; "no significant difference is observable in the pre-tests of control and experimental groups at both levels". Equivalence was not formally tested beyond non-significance.

"p values are higher than .05. For the intermediate level, it equals to .764 and for advanced level it equals to .437. So, no significant difference is observable in the pre-tests of control and experimental groups at both levels"

Discussion¶

Related Claims¶

• Explicit instruction of the apology speech act significantly improves Iranian EFL learners' appropriate use of apology strategies at both intermediate and advanced proficiency levels — related
• L2 proficiency level significantly influences Iranian EFL learners' overall appropriateness of apology speech act production — related
• Before instruction, the experimental and control groups did not differ significantly in request speech act use — related
• Explicit metapragmatic instruction on requests raises request speech act awareness of intermediate EFL learners relative to regular institute instruction — related