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¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The article states that whereas blended learning had a great effect on learning resumptive pronouns, the task-based method's effect was even more noticeable on the posttest. → Rajabi 2015

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

Authors' comparative interpretation in the Conclusion, contrasting the blended learning group with the task-based method group on the posttest. The comparison is asserted descriptively; the Results section reports no between-group ANOVA or significance test on posttest scores, and no effect size is printed.

"It worth mentioning that whereas blended learning had a gr eat effect on the learning of the RPs, the effect of task-based method was even more noticea ble in the posttest."

Discussion¶

Related Claims¶

• Blended learning instruction significantly improved Iranian EFL learners' correct use of resumptive pronouns in writing from pretest to posttest — related
• Task-based language teaching with pre-writing planning significantly improved Iranian EFL learners' correct use of resumptive pronouns in writing from pretest to posttest — related