TOEIC listening scores improved significantly from pre-test to post-test regardless of group (test-type effect, partial eta-squared = .231)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i3 large
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Both groups' performance improved across the course, with a statistically significant test-type (pre- vs. post-) effect. → Nguyen Van Han & Henriette van Rensburg 2014

Evidence¶

Nguyen Van Han & Henriette van Rensburg 2014¶

Nguyen Van Han & Henriette van Rensburg. (2014). The Effect of Computer Assisted Language Learning (CALL) on Performance in the Test of English for International Communication (TOEIC) Listening Module. English Language Teaching, 7(2). https://doi.org/10.5539/elt.v7n2p30

q2 · i3 · causal · r1

The two-way mixed between-within ANOVA in section 4.3 examined the effect of CALL instruction on English language proficiency and found a significant pre-to-post effect with printed effect size partial eta-squared = .231: "(F = 14.452, p = 0, partial eta-squared = .231)". The article notes both groups improved.

"It revealed statistically significant effects for test type (pre- vs. post-) (F = 14.452, p = 0, partial eta-squared = .231)"

Discussion¶

Related Claims¶

• 84% of treatment-group students reported their TOEIC listening skills were enhanced through the CALL course with authentic materials — related
• CALL instruction produced significantly better TOEIC listening score gains than traditional textbook instruction in a quasi-experiment with two groups of 25 Vietnamese college students — related
• Before the course, 72% of surveyed students held no English certificate and Part IV (Short Talks) was the most commonly reported weak TOEIC listening part (46%) — related