College EFL learners taught writing with Willis' task-based framework scored significantly higher on a writing posttest than peers taught by the common method¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The posttest mean score of the experimental class was significantly higher than that of the control class (about 1.1 points higher, p < 0.05). → Cao 2012

Evidence¶

Cao 2012¶

Linying Cao. (2012). A Feasibility Study of Task-based Teaching of College English Writing in Chinese EFL Context. English Language Teaching, 5(10). https://doi.org/10.5539/elt.v5n10p80

q2 · i? · causal · r2

Independent samples t-test of posttest scores in a six-week two-class quasi-experiment (40 students per class) comparing the task-based approach with the common teaching method; the article reports a significant difference with the experimental class "higher than that of the control class by about 1.1 points". No effect size is printed.

"Similarly, Table 8 indicates that the posttest mean score of the experiment is also higher than that of the control class by about 1.1 points. What’s more, in regard to eith er the former or the latter, such a difference is very significant in terms of statistics for the reason that the value of P (Sig.) is constantly less than α (α = 0.05)."

Discussion¶

Related Claims¶

• The task-based writing class improved significantly from pretest to posttest while the control class showed no significant change — related
• Tertiary EFL students taught advanced grammar via task-based instruction outperformed peers taught with explicit form-focused instruction on negotiated written-production scores — related
• The experimental and control groups did not differ significantly in writing scores at pre-test, supporting attribution of post-test differences to the instructional methods — related