Providing lower-intermediate L2 learners with supplementary readings (short stories containing idioms) produces a statistically significant post-test advantage in conceptual fluency over idiom instruction alone¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After thirty sessions of idiom instruction, the experimental group given supplementary short stories scored significantly higher on the post-test than the control group (t = -2.815, p < 0.005). → Mokhtari and Talebinezhad 2014

Evidence¶

Mokhtari and Talebinezhad 2014¶

Elahe Mokhtari, Mohammed Reza Talebinezhad. (2014). Using Supplementary Readings (Short Stories) in Increasing the Conceptual Fluency, the Case of Idioms in English. Advances in Language and Literary Studies. https://doi.org/10.7575/aiac.alls.v.5n.1p.134

q2 · i? · causal · r1

Quasi-experimental comparison of two intact groups of 15 female lower-intermediate learners at SPLC; both received 15 minutes of idiom instruction for thirty sessions, only the experimental group received supplementary readings. Post-test means were 23.6667 (experimental) versus 20.4000 (control), and the article reports "a statistically important difference between experimental and control group".

"The results, as Table 4 shows, indicate that there is a statistically important difference between experimental and control group (t2, 30 = -2.815, p < 0.005) regarding their conceptual fluency on post-test."

Discussion¶

Related Claims¶

• Before the treatment, the experimental and control groups showed no statistically significant difference in conceptual fluency on the idiom pre-test — related
• Post-test scores of the supplementary-reading group were more homogeneous and covered a higher range than control-group scores — a narrower finding that bears on this claim