The task-based writing class improved significantly from pretest to posttest while the control class showed no significant change¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental class's posttest mean exceeded its pretest mean by about 1.3 points, a statistically significant increase. → Cao 2012 q2 i? The control class showed no significant difference between its pretest and posttest mean scores. → Cao 2012 (2)

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

Paired samples t-test within the experimental class (N = 40 per Table 7, t = -5.231, Sig. = 0.000) over the six-week task-based writing course; the article reports the posttest mean "higher than its pretest mean score by about 1.3 points". No effect size is printed.

"From Table 7, it can be found out clearly that the posttest mean score of the experimental class is higher than its pretest mean score by about 1.3 points."

Cao 2012 (2)¶

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

Paired samples t-test within the control class (N = 40) taught by the common method; the article reports "no significant shift" between pretest and posttest means (t = 0.918, P = 0.356). Equivalence was not tested beyond this comparison.

"The results presented in Table 6 reveal that there is no significant shift in the comparison between the posttest mean score of the control class and its pretest mean score (t = 0.918, P = 0.356 > 0.05)."

Discussion¶

Related Claims¶

• College EFL learners taught writing with Willis' task-based framework scored significantly higher on a writing posttest than peers taught by the common method — related
• The experimental group's grammar scores rose significantly from pretest to posttest under TBLT — related