Participants' self-reported frequency of general reading strategy use increased significantly after Web-based training¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Total questionnaire scores for familiarity and usage of reading strategies rose significantly from pretraining to posttraining. → Elham Dehghanpour & Mahmood Hashemian 2015

Evidence¶

Elham Dehghanpour & Mahmood Hashemian 2015¶

Elham Dehghanpour & Mahmood Hashemian. (2015). Efficiency of Using a Web-Based Approach to Teach Reading Strategies to Iranian EFL Learners. English Language Teaching, 8(10). https://doi.org/10.5539/elt.v8n10p30

q2 · i? · causal · r1

Paired-samples t test on a 10-item, 5-point Likert questionnaire (adopted from Anderson, 2002) measuring frequency of reading strategy use in hypertext comprehension, administered before and after the 20-hr program to the same 30 participants. No effect size is printed.

"the participants' familiarity and usage of reading strategies in the pretraining questionnaire ( M = 21.20, SD = 5.96) were significantly different from their familiarity and usage in the posttraining questionnaire (M = 31.76, SD = 4.43), t(29) = -9.18, p = .000."

Discussion¶

Related Claims¶

• Skimming, inferring, and context-clues strategy use rose significantly after training, but note-taking use did not change — a narrower finding that bears on this claim
• Web-based metacognitive skills training significantly improved college students' self-plan, self-monitor, and total metacognitive scores from pretest to posttest — related
• Web-based reading strategy training improved Iranian EFL learners' hypertext reading comprehension from pretest to posttest — related