RT remedial instruction produced significantly higher English self-efficacy than regular remedial instruction at post-test¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Post-test English self-efficacy of the experimental group was significantly higher than the control group's, t=4.24, p=.001. → Chou 2013

Evidence¶

Chou 2013¶

Chou, C. (2013). A study on the effectiveness of applying "Readers' Theater" as English remedial instruction for underachievers. Taiwan Journal of TESOL, 10(1), 77-103. http://english.moe.gov.tw/ct.asp?xItem=7773&ctNode=516&mp=1

q2 · i? · causal · r2

Independent-samples t-test on the validated English Learning Attitudes questionnaire (self-efficacy scale Cronbach's alpha .89) administered to the 25 experimental and 24 control underachievers. The article reports the self-efficacy post-test "t -values ... 4.24" at the .001 significance level.

"the post -test t -values of the experimental and control groups’ English self -efficacy and English learning motivation are 4.24 and 2.96, which reached significance levels of .001 and .01, respectively."

Discussion¶

Related Claims¶

• RT-exposed underachievers earned significantly higher English learning achievement grades than control-group peers after remedial instruction — related
• RT remedial instruction produced significantly higher English learning motivation than regular remedial instruction at post-test — related
• RT remedial instruction did not reduce English learning anxiety more than regular remedial instruction — related
• Both RT and regular remedial instruction significantly improved underachievers' oral reading fluency over 15 weeks — related
• Underachieving college English students taught with Readers' Theater remedial instruction achieved significantly higher oral reading fluency than control-group peers after 15 weeks — related