ESP university students taught with the 6+1 trait writing model had a higher critical thinking post-test mean than control-group peers, with no between-group test reported¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The experimental group's post-test critical thinking mean (30.10) exceeded the control group's (24.07); the authors describe the difference as significant, but the printed t values are for each group's pre/post change, not for the comparison between groups. → Qoura & Zahran 2018

Evidence¶

Qoura & Zahran 2018¶

Qoura, A. A., & Zahran, F. A. (2018). The Effect of the 6+1 Trait Writing Model on ESP University Students Critical Thinking and Writing Achievement. English Language Teaching, 11(9). https://doi.org/10.5539/elt.v11n9p68

q2 · i? · causal · r2

Quasi-experimental comparison of first-year pharmacy students randomly assigned to an experimental group (N = 35) taught via the 6+1 trait model and a control group receiving regular teaching. Table 1 reports experimental post-test mean 30.10 (SD 2.82) versus control 24.07 (SD 4.09). The t values in the table sit on each group's pre/post rows (experimental t = 9.100, Sig. 0.001, the same figures Table 2 gives for the experimental pre/post comparison; control t = 2.907, Sig. 0.489), so no between-group test of the post-test difference is printed, although the article's discussion states the groups differed significantly in favour of the experimental group. The control group's size is not given, and the experimental group was taught by one of the researchers.

"Results in Table 1 shows that the higher mean score is for the post administration of the experimental group post-test. The increase in students' level in the experimental group could be interpreted that students were trained to use the 6+1 trait writing model that helped students to think critically."

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

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