Feedback-mediated planning groups (FMIP and FMCP) outperform non-feedback planning groups, and do not differ significantly from each other¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i0–i3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 FMIP and FMCP each significantly outperformed IP and CP on posttest essay scores. → Soltanpour 2018 q3 i0 FMIP and FMCP did not differ significantly from each other (Cohen's d = -.01). → Soltanpour 2018 (2)

Evidence¶

Soltanpour 2018¶

Soltanpour, F., Valizadeh, M., & Ghafarianzirak, F. (2018). Feedback-Mediated Individual and Collaborative Planning: Effects on Structural Organization and Clarity of Argumentative Essays. i-manager's Journal of English Language Teaching, 8(2), April-June 2018. https://eric.ed.gov/?id=EJ1185414

q3 · i3 · causal · r2

LSD post-hoc pairwise comparisons following the robust ANCOVA. The feedback-mediated groups (adjusted M = 18.06 and 18.05) significantly exceeded the non-feedback groups (M = 15.56 and 16.23); the article reports very large effect sizes for these contrasts (e.g., "Cohen's d = 3.1" for IP and FMIP).

"but these two groups outperformed the IP (n = 24, M = 15.56) and CP (n = 24, M = 16.23) ones; the corresponding Sig. values were 0.000 < 0.05."

Soltanpour 2018 (2)¶

Soltanpour, F., Valizadeh, M., & Ghafarianzirak, F. (2018). Feedback-Mediated Individual and Collaborative Planning: Effects on Structural Organization and Clarity of Argumentative Essays. i-manager's Journal of English Language Teaching, 8(2), April-June 2018. https://eric.ed.gov/?id=EJ1185414

q3 · i0 · causal · r2

Post-hoc comparison of the two feedback-mediated groups found no significant difference between individual and collaborative planning once teacher feedback was present; the printed "Cohen's d = -.01" is negligible. Equivalence was not formally tested.

"the experimental groups that did not have any significant differences were FMIP and FMCP (FMIP (n = 24, M = 18.06); FMCP (n = 24, M = 18.05), (p = 0.94 > 0.05, Cohen's d = -.01)"

Discussion¶

Related Claims¶

• Collaborative pre-task planning produces better essay structural organization and clarity than individual planning — related
• Pre-task planning, whether individual or collaborative, with or without teacher feedback, improves structural organization and clarity of argumentative essays relative to no planning — a broader claim this one bears on