Mode of teaching idioms has a statistically significant effect on EFL learners’ idiomatic competence¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A one-way ANOVA of posttest scores among four idiom-teaching mode groups showed a statistically significant effect for teaching mode. → Zainab Abolfazli Khonbi & Karim Sadeghi 2017

Evidence¶

Zainab Abolfazli Khonbi & Karim Sadeghi 2017¶

Zainab Abolfazli Khonbi & Karim Sadeghi. (2017). Improving English Language Learners’ Idiomatic Competence: Does Mode of Teaching Play a Role? Iranian Journal of Language Teaching Research 5(3), 61-79. https://eric.ed.gov/?id=EJ1156202

q2 · i? · causal · r2

Quasi-experimental study of 47 Iranian language learners at two institutes randomly assigned to four teaching-mode groups; one-way between-groups ANOVA on 45-item posttest scores found a statistically significant effect for teaching mode, F (3, 43) = 18.50, P = .00. Levene’s test showed the assumption of homogeneity of variances was not violated.

"As Table 5 shows, there was a statistically significant effect for teaching mode, F (3, 43) = 18.50, P = .00."

Discussion¶

Related Claims¶

• Role-play was the most effective idiom-teaching mode, with effectiveness descending through movie, sentence-use, and definition modes — a narrower finding that bears on this claim
• Experimental and control groups were homogeneous in idiom knowledge before treatment — related
• The four groups were homogeneous in general English proficiency before treatment (placement-test ANOVA sig .881) — related