The process-based intervention significantly improved students' perceptions toward the writing process, while control-group perceptions stayed unchanged¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Experimental-group perceptions rose significantly from pre to post (M 3.78 to 4.12); control-group perceptions remained unchanged. → Ngo 2011 q2 i? The experimental group's post-level perceptions were significantly higher than the control group's. → Ngo 2011 (2)

Evidence¶

Ngo 2011¶

Ngo, C. M. & Trinh, L. Q. (2011). Lagging Behind Writing Pedagogical Developments: The Impact of Implementing Process-Based Approach on Learners' Writing in a Vietnamese Secondary Education Context. i-manager's Journal of English Language Teaching, 1(3), July-September 2011. https://eric.ed.gov/?id=EJ1071038

q2 · i? · causal · r2

Fifteen-item questionnaire on perceptions of pre-writing, drafting, peer-evaluating and revising, administered pre and post to both groups (reliability .75 and .83). The article reports a significant within-group change with no effect size.

"there is a significant change in participants' perceptions in the experimental condition (F (1, 26) = 9.803, p = .004); the post level (M post = 4.12) is higher than the initial level (M pre = 3.78)"

Ngo 2011 (2)¶

Ngo, C. M. & Trinh, L. Q. (2011). Lagging Behind Writing Pedagogical Developments: The Impact of Implementing Process-Based Approach on Learners' Writing in a Vietnamese Secondary Education Context. i-manager's Journal of English Language Teaching, 1(3), July-September 2011. https://eric.ed.gov/?id=EJ1071038

q2 · i? · causal · r2

Between-group ANOVA on post-questionnaire scores; the article reports significance with the F statistic only, no effect size.

"The post level of participants' perceptions in the experimental condition is significantly higher than that in the control condition (F (1, 55) = 18.73, p = .00)."

Discussion¶

Related Claims¶

• Students' perceptions toward the writing process were not correlated with their writing performance in either condition — related
• A sixteen-week process-based writing intervention produced significantly higher writing performance than product-based instruction in Vietnamese grade-10 EFL classes — related
• Within the experimental group, achievement rose significantly from pre-test to post-test, while the control group's gain was not statistically significant — related