Experimental-group students' syntactic parsing ability improved significantly from pretest to posttest after the 12-week instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Mean syntactic parsing scores rose from 38/50 (76% correctness) at pretest to 47/50 (94% correctness) at posttest, a 24% gain in correctness, with a significant t-test difference (p=.000). → Chen et al. 2018

Evidence¶

Chen et al. 2018¶

Xiaokan Chen, Hongmei Li, Min Gui. (2018). Instructional Effects of Syntactic Parsing on Chinese College Students’ EFL Reading Rates. Journal of Education and Training Studies, Vol. 6, No. 11. https://doi.org/10.11114/jets.v6i11.3470

q3 · i? · causal · r1

Within-group pretest-posttest comparison for the experimental group only, using an independent t-test in SPSS 23.0 (Table 2 reports t=-10.956, df=71). Pretest mean was 38 of 50 for 34 participants; posttest mean was 47 of 50 for 39 participants. No effect size is printed.

"As shown in Table 2, a significant difference in syntactic parsing ability was found between the syntactic parsing ability pretest and the posttest (p= .000<0.05)."

Discussion¶

Learner Variables¶

• Syntax — outcome: instruction changes it

Related Claims¶

• Chinese college EFL students read at about 130wpm before instruction, far below fluent L1 reading rates of 250-300wpm — related
• Interviewed students held positive attitudes toward syntactic parsing instruction and reported benefits including faster reading and greater confidence with long complex sentences — related
• Syntactic parsing ability is strongly correlated with EFL reading rate among Chinese college students in both pretest and posttest — related
• A 12-week syntactic parsing instruction produced a significantly greater reading-rate gain in the experimental group than in the control group (Cohen's d = 0.52) — related