Experimental-group students improved significantly from pre-test to post-test in short story writing after story-mapping instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i3 large
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 The experimental group's mean short story writing scores rose significantly from pre-test to post-test (η² = 0.715). → 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 · i3 · causal · r1

Within-group pre-post comparison of the 42-student experimental group over the three-month treatment period. Table 7 prints means of 30.91 (pre) and 36.83 (post), with "T value (11.517), η2 value (0.715)" — the printed effect size η² = 0.715 — and p = 0.000.

"there was statistically significant difference at 0.05 level between the mean scores of the experimental group on the pre-test and post–test in short story writing in favor of the post–test scores. T value (11.517), η2 value (0.715)"

Discussion¶

Related Claims¶

• Experimental and control groups were equivalent in short story writing before the treatment — related
• Story-mapping instruction produced higher short story writing post-test scores than traditional instruction in tenth-grade EFL students — related
• A sixteen-week process-based writing intervention produced significantly higher writing performance than product-based instruction in Vietnamese grade-10 EFL classes — related