Teaching the textual metafunction significantly improved Iranian EFL learners' essay coherence and cohesion ratings compared with essay-writing instruction alone¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The experimental group's post-test mean rating (5.73) was significantly higher than the control group's (3.80) on the coherence and cohesion components. → Paziraie 2013

Evidence¶

Paziraie 2013¶

Mandana Eftekhar Paziraie. (2013). The Effect of Textual Metafunction on the Iranian EFL Learners' Writing Performance. English Language Teaching; Vol. 6, No. 2; 2013. https://doi.org/10.5539/elt.v6n2p71

q3 · i? · causal · r2

True-experimental pre-post study: 60 intermediate Iranian EFL learners randomly split into experimental and control groups; independent t-test on post-test ratings showed "a significance difference between the mean scores of two groups (5.73, and 3.80)" with t=8.942, p=0.0001. No standardized effect size is printed.

"In addition the difference between the means of the scores of the two groups is statistically significant ( t=8.942, p=0.0001<0.05). That is the results of the t-test showed that there was a significance difference between the mean scores of two groups (5.73, and 3.80)."

Discussion¶

Related Claims¶

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