Telegram-group instruction yields significantly larger reading comprehension gain scores than traditional classroom instruction, with a printed effect size of .50¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i2 medium
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 The experimental group's pre-to-post gain in reading comprehension was significantly larger than the control group's, with the article reporting an effect size of .50 described as strong. → 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 · i2 · causal · r1

Mann-Whitney U test on gain scores (experimental M=8.88, SD=2.26; control M=6.33, SD=2.19) because gain-score distributions were non-normal for the control group. The article states "The calculated effect size was .50" and calls the difference strong.

"there was significant difference [U=551.500, Z= -5.115, p=.000(two-tailed)] between the mean scores of the experimental and control groups' reading comprehension ability at gain scores."

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