Instruction in Theme Theory improves EFL students' writing coherence more than traditional form-focused writing instruction¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2013 · 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 i? After 10 weeks, the experimental class outscored the controlled class on coherence (14.07 vs 11.05 out of 20, t = 3.536). → Liu Jingxia & Liu Li 2013
Evidence¶
Liu Jingxia & Liu Li 2013¶
Liu Jingxia & Liu Li. (2013). An Empirical Study on the Application of Theme Theory in the Field of Writing Pedagogy. English Language Teaching, 6(5). https://doi.org/10.5539/elt.v6n5p117
q2 · i? · causal · r1
Quasi-experiment with two intact classes of 25 English majors each; post-test compositions graded on CET-4 criteria and analyzed in SPSS 13.0. The coherence means were "14.07" versus "11.05" with t = 3.536; no effect size is printed.
"Coherence (20) Experimental Class 14.07 1.69 3.536 Controlled Class 11.05 1.53"
Discussion¶
Related Claims¶
- Supplementary exercises targeting outlining, coherence, and unity developed experimental-group students' writing skills to some extent in a controlled pre/post-test experiment — related
- Traditional instruction also significantly improves Iranian EFL learners' writing ability from pre-test to post-test — related
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