Claims

Self-regulated strategy instruction significantly improved speaking proficiency of Egyptian EFL university students in a one-group pre-posttest quasi-experiment

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i3 large
Currency · newest study 2016 · checked against its sources 2026-11-02 (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 i3 After a three-month self-regulated strategy intervention, participants' speaking proficiency scores improved significantly from pretest to posttest, with a large effect size of 1.920. → El-Sakka 2016

Evidence

El-Sakka 2016

El-Sakka, S. M. F. (2016). Self-Regulated Strategy Instruction for Developing Speaking Proficiency and Reducing Speaking Anxiety of Egyptian University Students. English Language Teaching, 9(12). https://doi.org/10.5539/elt.v9n12p22

q2 · i3 · causal · r1

One-group pre-posttest quasi-experiment with forty third-year English majors at Suez Faculty of Education, tested with the IELTS Speaking Test scored by two raters (inter rater reliability 0.89). The paired samples t-test was significant and "effect size for this difference was 1.920".

"As shown in Table 1, the difference between the mean scores of the pre-post test of speaking was significant (t=29.668, p≤0.05). Additionally, using Cohen's (1988) formula, effect size for this difference was 1.920."

Discussion

Page metadata
Field Value
status review
generated by process:wiki-ingest on 2026-11-02
trust unverified — no one has confirmed this page's content

Frontmatter is the page's machine-readable record — see the Schema & Guide.