Claims

ESP university students taught with the 6+1 trait writing model had a higher writing 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

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.

q2 i? The experimental group's writing post-test mean (26.79) exceeded the control group's (22.90); 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 post-test comparison on the writing skills test between the experimental group (N = 35) and the control group. Table 3 reports experimental post-test mean 26.79 (SD 2.61) versus control 22.90 (SD 3.89). The t values in the table sit on each group's pre/post rows (experimental t = 8.902, Sig. 0.001, the same figures Table 4 gives for the experimental pre/post comparison; control t = 1.496, Sig. 0.394), 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. The article reports the experimental group's post-test mean "is higher than that of the control group's mean score".

"Results in Table 3 shows that the mean score of the experimental group post-test is higher than that of the control group's mean score. The increase in students' level in the experimental group could be interpreted that students examine writing using rubric that includes a set of traits of good written work."

Discussion

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