Story-mapping instruction produced higher short story writing post-test scores than traditional instruction in tenth-grade EFL students¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Tenth-grade EFL students taught with the story-mapping technique scored significantly higher on a short story writing post-test than students taught by the traditional method (η² = 0.073). → Salem Saleh Khalaf Ibnian 2010

Evidence¶

Salem Saleh Khalaf Ibnian 2010¶

Salem Saleh Khalaf Ibnian. (2010). The Effect of Using the Story-Mapping Technique on Developing Tenth Grade Students' Short Story Writing Skills in EFL. English Language Teaching, Vol. 3, No. 4. http://www.ccsenet.org/elt

q2 · i2 · causal · r2

Quasi-experimental study of 84 tenth-grade male students in Amman public schools (42 experimental, 42 control); experimental group received story-mapping instruction. Post-test means favored the experimental group, with "T value (2.882), η2 value (0.073)" — the printed effect size η² = 0.073 — and p = 0.006 as printed in Table 6.

"there was statistically significant difference at 0.05 levels between the mean scores of the experimental and control groups on the post –test in short story writing in favor of the experimental group. T value (2.882), η2 value (0.073)"

Discussion¶

Related Claims¶

• Experimental-group students improved significantly from pre-test to post-test in short story writing after story-mapping instruction — related
• Experimental and control groups were equivalent in short story writing before the treatment — related