Question-generation strategy produces significantly better overall reading comprehension performance than conventional instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A t-test on the multiple-choice reading comprehension test showed a significant difference between the combined experimental and control groups. → Khansir 2014

Evidence¶

Khansir 2014¶

Khansir, A. A., & Dashti, J. G. (2014). The Effect of Question-Generation Strategy on Iranian EFL Learners' Reading Comprehension Development. English Language Teaching, 7(4), 38-44. http://dx.doi.org/10.5539/elt.v7n4p38

q2 · i? · causal · r1

Overall comparison across all 120 students (60 experimental, 60 control). Descriptive means were 12.07 (EMG), 12.33 (CMG), 14.07 (EFG), and 13.90 (CFG) on the Hill (1980) multiple-choice test.

"T- Test showed that there is a significance difference between the experimental and control groups in this study."

Discussion¶

Related Claims¶

• Question-generation strategy significantly improves Iranian male EFL learners' reading comprehension — a narrower finding that bears on this claim
• Question-generation strategy significantly improves Iranian female EFL learners' reading comprehension — possibly the same claim (merge candidate)
• Instructional strategy (Pre-question, genre-based, or combined) shows no significant main effect on science undergraduates' reading comprehension achievement — reports the opposite
• Evidence on whether initial short-answer questions produce more learning than initial multiple-choice questions is mixed, with recent studies finding little or no difference — related