Claims

Talking story books significantly improved Saudi young EFL learners' understanding of talking-story-book content relative to the control group

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i2 medium
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i2 The experimental group scored significantly higher on true-false understanding questions, F(2,76) = 81.13, partial eta squared = 0.68. → Alsamadani 2017

Evidence

Alsamadani 2017

Hashem Ahmed Alsamadani. (2017). The Effect of Talking Story Books on Saudi Young EFL Learners’ Reading Comprehension. English Language Teaching, 10(5). https://doi.org/10.5539/elt.v10n5p204

q2 · i2 · causal · r1

MANCOVA between-subjects result from the same four-week intervention. The article reports "F (2, 76) = 81.13, p = 0.00, partial eta squared = .68", an effect size of partial eta squared = 0.68, indicating 68% of variance in understanding scores explained by the talking story books.

"there was a significant difference between the mean scores of the two groups on post-reading test scores at the students’ understanding of talking-story-books, F (2, 76) = 81.13, p = 0.00, partial eta squared = .68."

Discussion

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