Reading performance differs significantly across the four task types used in the task-based treatment¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The experimental group's average scores differed significantly among the four task types (ANOVA F = 27.532, Sig. = .000). → Mozhgan Madhkhan & Seyed Mojtaba Mousavi 2017

Evidence¶

Mozhgan Madhkhan & Seyed Mojtaba Mousavi 2017¶

Mozhgan Madhkhan & Seyed Mojtaba Mousavi. (2017). The Effect of Implimentation of TBLT in Reading Comprehension Classes of Iranian EFL Learners. English Language Teaching, 10(11). https://doi.org/10.5539/elt.v10n11p119

q3 · i? · causal · r2

Second phase of the same experiment: each experimental-group learner's average score per task type was computed from 20 scored tasks, and the four sets of scores were compared through ANOVA. The article reports "the F obtained (27.53)" exceeding the critical value of 2.76. No effect size printed.

"In Table 2, the significance level of .000 and the F obtained (27.53) which was higher than the critical value of 2.76 indicate that there was a significan t difference among four sets of scores obtained for each task type for the experimental group."

Discussion¶

Related Claims¶

• The read-note-and-discuss task type ranked highest, followed by read-and-discuss, with read-and-think and read-and-write equal — a narrower finding that bears on this claim