Reflective teaching significantly enhances the intrinsic motivation of Iranian upper-intermediate female EFL learners¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Post-treatment intrinsic motivation scores were significantly higher for the reflective-teacher group than the unreflective-teacher control group. → Abdolrezapour 2015

Evidence¶

Abdolrezapour 2015¶

Abdolrezapour, P., & Fallah, E. (2015). An investigation into the impact of reflective teaching on EFL learners’ autonomy and intrinsic motivation. Cypriot Journal of Educational Science. 10(4), 305-315. https://doi.org/10.18844/cjes.v10i4.229

q3 · i? · causal · r1

Independent samples t-test on post-treatment intrinsic motivation: experimental group mean 39.53 (SD 5.76) versus control mean 33.93 (SD 5.35), with t = 3.898 and significance "0.04". The second null hypothesis was rejected.

"Based on table 5, the significance level is 0.04 which is lower than the confidence level of 0.05 indicating that the difference between the two groups is statistical ly significant and therefore the second null hypothesis of the study is also rejected."

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• Weekly journal writing as a self-assessment technique significantly increased Iranian EFL learners' intrinsic motivation over a semester — related
• Reflective teaching significantly enhances learner autonomy of Iranian upper-intermediate female EFL learners — related