Instruction through Telegram groups produces significantly higher intermediate EFL reading comprehension post-test scores than traditional classroom instruction¶
Claim · All claims
Evidence · 1 study · causalr1·q2·i1small
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i1 Intermediate university EFL students taught reading comprehension through Telegram groups scored significantly higher than control students taught the same passages in class, with a printed effect size of .34. → Naderi 2018
Evidence¶
Naderi 2018¶
Naderi, S., & Akrami, A. (2018). EFL Learners' Reading Comprehension Development through MALL: Telegram Groups in Focus. International Journal of Instruction, 11(2), 339-350. https://doi.org/10.12973/iji.2018.11223a
q2 · i1 · causal · r1
Quasi-experimental comparison of 55 experimental and 48 control intermediate university students; post-test distributions were non-normal so a Mann-Whitney U test was run. The article reports "significant difference" and states "The effect size was .34", described as a moderate association.
"there was significant difference [U=791.500, Z= -3.509, p=.000(two-tailed)] between the mean scores of the experimental and control groups' reading comprehension ability at the post-test scores."
Discussion¶
Related Claims¶
- Class IX physical science students taught with the constructivist 7E model achieved significantly higher post-test and gain scores than students taught with traditional methods — related
- Telegram-group instruction yields significantly larger reading comprehension gain scores than traditional classroom instruction, with a printed effect size of .50 — related
- Teacher-student interactive semantic mapping produced higher EFL reading comprehension posttest scores than teacher-initiated and student-mediated semantic mapping — related
- The Herringbone technique is more effective than the Tri Focus Steve Snyder technique for teaching reading comprehension to ninth-grade EFL students — 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
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