Task-based language teaching with pre-writing planning significantly improved Iranian EFL learners' correct use of resumptive pronouns in writing from pretest to posttest¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr1·q2
Currency · newest study 2015 · 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? The task-based group's mean score rose enormously from pretest (M = 13.05) to posttest (M = 17.70). → Rajabi 2015
q2 i? The pretest-posttest difference for the task-based group was statistically significant (t = -6.941, df = 19, Sig. .000). → Rajabi 2015 (2)
Evidence¶
Rajabi 2015¶
Rajabi, B., & Hashemian, M. (2015). A Comparative Study of the Effectiveness of Two Methods of Teaching Resumptive Pronouns in Writing: TBLT and Blended Learning. English Language Teaching, 8(9). https://doi.org/10.5539/elt.v8n9p196
q2 · i? · causal · r1
Paired pretest-posttest comparison of the task-based group (TBG, N = 20) on the researcher-made resumptive-pronoun test, reported in Results section 4.3. The pretest mean was "enormously less than that of the posttest"; no effect size is printed.
"It can be seen that in the TBG on the pretest, the mean score of the learners ( M = 13.05) is enormously less than that of the posttest (M = 17.70)."
Rajabi 2015 (2)¶
Rajabi, B., & Hashemian, M. (2015). A Comparative Study of the Effectiveness of Two Methods of Teaching Resumptive Pronouns in Writing: TBLT and Blended Learning. English Language Teaching, 8(9). https://doi.org/10.5539/elt.v8n9p196
q2 · i? · causal · r1
Paired samples t test for the TBG reported in Table 5: mean paired difference -4.65000, t = -6.941, df = 19, Sig. (2-tailed) .000. No standardized effect size is printed, so impact is null.
"TBG Pretest – Posttest -4.65000 2.99605 .66994 -6.05219 -3.24781 -6.941 19 .000"
Discussion¶
Related Claims¶
- Blended learning instruction significantly improved Iranian EFL learners' correct use of resumptive pronouns in writing from pretest to posttest — related
- The task-based method produced a more noticeable posttest effect on resumptive-pronoun learning than blended learning, though no between-group significance test is reported — related
- The experimental group's grammar scores rose significantly from pretest to posttest under TBLT — related
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