Claims

The control group's pre-test to post-test fluency decrease was not statistically significant but represented a medium effect (r=0.5)

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i3 large
Currency · newest study 2016 · 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.

q2 i3 The control group decreased in SPM from pre-test (M=112.67, SE=10.21) to post-test (M=101.78, SE=7.71); the difference was not significant, t(8)=1.61, p=.146, but represented a medium effect size of r=0.5. → Grimshaw 2016

Evidence

Grimshaw 2016

Grimshaw, J., Cardoso, W., & Waddington, D. (2016). Can a ‘shouting’ digital game help learners develop oral fluency in a second language?. In S. Papadima-Sophocleous, L. Bradley & S. Thouësny (Eds), CALL communities and culture – short papers from EUROCALL 2016 (pp. 172-177). Research-publishing.net. https://doi.org/10.14705/rpnet.2016.eurocall2016.557

q2 · i3 · causal · r1

A paired-samples t-test for the control group (n=9 per the method section) on SPM storytelling recordings. The article reports the decrease was "not significant t(8)=1.61, p=.146" but "a medium effect size of r=0.5".

"The control group, on the other hand, decreased in performance from the pre-test (M=112.67, SE=10.21) to the post-test (M=101.78, SE=7.71). As was the case with the experimental group, this difference, 10.89, BCa 95% CI [-4.71, 26.48], was also found to be not significant t(8)=1.61, p=.146, but represented a medium effect size of r=0.5."

Discussion

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