TBLT produced higher grammar posttest scores than traditional instruction among Iranian junior high EFL students¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
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 i? After 12 sessions, the experimental group significantly outperformed the control group on the grammar posttest, with a mean difference of 5.20 points. → NamazianDost et al. 2017

Evidence¶

NamazianDost et al. 2017¶

Islam NamazianDost, Ghassem Bohloulzadeh, Abdolreza Pazhakh. (2017). The Effect of Task-Based Language Teaching on Motivation and Grammatical Achievement of EFL Junior High School Students. Advances in Language and Literary Studies, 8(2). https://doi.org/10.7575/aiac.alls.v.8n.2p.243

q2 · i? · causal · r1

Independent-samples t-test on posttest scores of 40 experimental and 40 control students after 12 sessions; the article reports "a p value of .000" and a mean difference of 5.20 points favoring the experimental group. No effect size is printed.

"Comparing the performances of the two groups on posttest, the results of t -test suggest a p value of .000 which is smaller than the significance level set for the study (0.05), hence a significance difference is suggested."

Discussion¶

Learner Variables¶

Syntax — outcome: instruction changes it

The experimental group's grammar scores rose significantly from pretest to posttest under TBLT — related

Page metadata

Field	Value
`status`	`review`
`generated`	by `process:wiki-ingest` on `2026-11-02`
`trust`	unverified — no one has confirmed this page's content

Frontmatter is the page's machine-readable record — see the Schema & Guide.