QDPR significantly improved Indonesian EFL learners' knowledge of the target English phonemes in a one-group pretest-posttest study¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · 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? After QDPR instruction, students' knowledge of the target English phonemes rose significantly from pretest to posttest (t(df=30)=22.07, p<.01). → Moedjito 2017
Evidence¶
Moedjito 2017¶
Moedjito. (2017). Improving EFL Learners' Pronunciation of English through Quiz-Demonstration-Practice-Revision (QDPR). English Language Teaching, 11(1). https://doi.org/10.5539/elt.v11n1p10
q2 · i? · causal · r1
Published online 2 December 2017 (Crossref's issued date) in the volume 11(1) issue dated 2018. Paired-sample t-tests on pretest-posttest data from 31 student participants taught with QDPR over 11 sessions. Knowledge mean rose from 62.26 (SD 4.80) to 84.68 (SD 5.41); the article reports "t (df =30) = 22.07 at p < .01" for this variable. No standardized effect size is printed for the pretest-posttest change. The R² = .53 the article reports for knowledge comes from a separate simple regression on scores for the QDPR learning model, a correlational analysis (r = .73) that cannot show cause, and is not an effect size for this gain.
"there was a significant difference in the mean scores between the pre-test and the post for both of the investigated variables, t (df =30) = 22.07 at p < .01 and t (df =30) = 44.17 at p < .01 respectively"
Discussion¶
Learner Variables¶
- Phonological Awareness — outcome: scores rose during instruction, with no comparison group
Related Claims¶
- QDPR accounted for 53% of variance in phoneme knowledge and 24% of variance in pronunciation ability in simple regressions — related
- Common serious mispronunciations of Indonesian learners stem from absent L1 phonemes and different sound categorisation in the L1 — related
- Explicit phonological awareness instruction significantly improved adult Saudi EFL learners' oral reading literacy from pretest to posttest — related
- QDPR significantly improved Indonesian EFL learners' ability to pronounce the target English phonemes — related
- Indonesian EFL teachers and students perceived segmentals (consonants and vowels) as the top priority for pronunciation teaching, contrary to the suprasegmental trend — related
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