Task-based reading instruction produces significantly higher reading post-test scores than traditional reading instruction for intermediate Iranian EFL learners¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Intermediate Iranian EFL learners taught reading through task-based activities scored significantly higher on a reading post-test than learners taught with traditional comprehension questions. → Mozhgan Madhkhan & Seyed Mojtaba Mousavi 2017

Evidence¶

Mozhgan Madhkhan & Seyed Mojtaba Mousavi 2017¶

Mozhgan Madhkhan & Seyed Mojtaba Mousavi. (2017). The Effect of Implimentation of TBLT in Reading Comprehension Classes of Iranian EFL Learners. English Language Teaching, 10(11). https://doi.org/10.5539/elt.v10n11p119

q3 · i? · causal · r2

Controlled experiment: 70 learners randomly assigned to experimental (task-based) and control (traditional) groups, same texts, 20 sessions, reading post-test compared via t-test. The table reports t = 5.9, Sig. (2-tailed) = .000, mean difference 4.7000, showing "a statistically significant difference between the two groups". No effect size printed.

"T-test results make it clear that experimental group got higher mean scores than the control group, which indicates a statistically significant difference between the two groups. It implies that using TBLT is superior to the traditional method in reading classes."

Discussion¶

Related Claims¶

• Instruction through Telegram groups produces significantly higher intermediate EFL reading comprehension post-test scores than traditional classroom instruction — related
• Iranian intermediate EFL learners taught reading with CALL software scored significantly higher on reading comprehension than learners taught the same texts from printed pages — related
• Presentation strategy instruction produces significantly higher reading comprehension post-test scores than ordinary strategy-based instruction for Iranian intermediate EFL learners — related
• Genre-based reading instruction produces significantly higher reading posttest scores than traditional instruction for Iranian female high school EFL learners — related
• Iranian intermediate EFL learners taught through dynamic assessment outperformed a non-dynamically taught control group on a reading comprehension post-test — related
• Project-based activities significantly improve intermediate EFL students' reading comprehension compared with communicative language teaching instruction — related