The read-note-and-discuss task type ranked highest, followed by read-and-discuss, with read-and-think and read-and-write equal¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? TUKEY comparisons ranked the task types Task 2 > Task 3 > Task 1 = Task 4, with Task 2 (read, note and discuss) showing the largest mean differences against the other types. → Mozhgan Madhkhan & Seyed Mojtaba Mousavi 2017

Evidence¶

Mozhgan Madhkhan & Seyed Mojtaba Mousavi 2017¶

Mozhgan Madhkhan & Seyed Mojtaba Mousavi. (2017). The Effect of Implimentation of TBLT in Reading Comprehension Classes of Iranian EFL Learners. English Language Teaching, 10(11). https://doi.org/10.5539/elt.v10n11p119

q3 · i? · causal · r2

Follow-up TUKEY test on the experimental group's four task-type score sets (Table 3). Mean differences include 2.49000 (Task 2 vs Task 3, Sig. .000) and 1.23000 (Task 2 vs Task 1, Sig. .000); Task 1 vs Task 4 was not significant (Sig. .570). No effect size printed.

"Based on the results of the TUKEY test, four task types investigated in this study can be ranked as following: Task 2 Task 3 Task 1 = Task 4 This means that task type 2 had the highest impact on reading performance of the experimental group."

Discussion¶

Related Claims¶

• Scheffe post-hoc comparisons ranked concept mapping highest, followed by cooperative learning, then conventional teaching, with all pairwise differences significant — related
• Reading performance differs significantly across the four task types used in the task-based treatment — a broader claim this one bears on