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

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 mean grammar score increased 18.20 points from pretest to posttest, a significant within-group change. → 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

Paired-samples t-test within the experimental group (n=40) comparing pretest and posttest grammar scores; the article reports the posttest mean as 18.20 points higher than the pretest mean. No effect size is printed.

"Table 4.4 shows that the amount of statistic t is 39.91 (t=39.91), df=39 (df=39) and significance level is 0.000 which is less than 0.05."

Discussion¶

Learner Variables¶

• Syntax — outcome: instruction changes it

Related Claims¶

• TBLT produced higher grammar posttest scores than traditional instruction among Iranian junior high EFL students — related
• The control group's grammar scores also rose significantly from pretest to posttest under traditional instruction — 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