Claims

Reflective teaching significantly enhances learner autonomy 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

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.

q3 i? The experimental group taught by a reflective teacher outperformed the control group on post-treatment learner autonomy scores. → 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 comparing post-treatment learner autonomy of the experimental group (mean 32.66, SD 1.88) and control group (mean 27.80, SD 2.04), each of 30 learners. The article reports "p-value equals 0.002" and concludes the experimental group outperformed the control group.

"Table 4 shows that p-value equals 0.002 which is lower than the confidence level of 0.05. As a result, it can be concluded that the post -treatment means of two groups in terms of Learner Autonomy are significantly different."

Discussion

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