The experiment assessed communicative-skill formation across seven printed criteria with groups similar at assertion stage¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? At the assertion stage, comparative analysis of the experimental and control groups on criteria including speech and language skills, linguistic memory, expressive reading, rhythm and intonation, creative writing, philological knowledge, and text interpretation found the two groups similar. → Akhmadullina et al. 2016

Evidence¶

Akhmadullina et al. 2016¶

R. M. Akhmadullina, A. R. Abdrafikova & N. V. Vanyukhina. (2016). The Use of Music as a Way of Formation of Communicative Skills of Students in Teaching English language. International Journal of Environmental & Science Education, 11(6), 1295-1302. https://eric.ed.gov/?id=EJ1114401

q2 · i? · causal · r1

Assertion-stage comparison of group A (22 students) and group B (24 students) on the article's listed criteria: "the formation of the basic speech and language skills", linguistic memory, expressive reading, rhythm and intonation, creative writing, philological knowledge, and interpretation of text. The article reports the groups were similar before the formation stage; no statistics are printed.

"Thus results in two groups were similar."

Discussion¶

Related Claims¶

• Using music and musical information in English classes somewhat improved formation of communicative skills relative to traditional methods — related
• The experimental group showed increased motivation and improved communication skills after citation-based lessons, while the control group remained virtually unchanged — related
• Before the intervention, the AWT experimental group and the traditional-instruction control group showed no significant difference on any of the five writing-skill criteria — related