TBLT increased EFL junior high students' motivation significantly more than traditional instruction¶

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¶

q2 i? The experimental group's motivation scores rose significantly more than the control group's between questionnaire pretest and posttest. → 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

Mann-Whitney test comparing questionnaire posttest scores of both groups (N=80); mean ranks were 46.35 (experimental) versus 34.65 (control), Asymp. Sig. .024. No effect size is printed.

"This indicates that there was a significant difference between the experimental and control groups' motivation in the post-test of questionnaire which implies that experimental group's motivation increased."

Discussion¶

Related Claims¶

• The control group's motivation also increased significantly from pretest to posttest of the questionnaire — related
• The experimental and control groups did not differ in motivation or grammar at pretest — related
• Portfolio-based instruction raises EFL learners' motivation in reading comprehension courses — related