The control group taught by the traditional method showed no significant pre-test to post-test improvement¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2012 · 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? The control group's paired t-test was not significant (t = -.267, df = 24, p = .792); equivalence was not tested. → Abdullah Sarani & Leila Farzaneh Sahebi 2012
Evidence¶
Abdullah Sarani & Leila Farzaneh Sahebi 2012¶
Abdullah Sarani & Leila Farzaneh Sahebi. (2012). The Impact of Task-based Approach on Vocabulary Learning in ESP Courses. English Language Teaching, 5(10). https://doi.org/10.5539/elt.v5n10p118
q2 · i? · causal · r2
Paired-sample t-test on the 25 control-group students taught technical vocabulary by the traditional translate-and-answer method over thirteen weeks. Means moved only from 17.88 to 18.04 and the article reports the difference was not significant; no effect size is printed.
"the t-observed (-.267) was less than t-critical (2.064), at 0.05 level of significance, therefore it can be concluded that the difference between the mean of the pre-test and that of the post-test in control group was not significant."
Discussion¶
Related Claims¶
- Task-based teaching of technical vocabulary produces significantly better post-test performance than traditional translation-based teaching in Iranian ESP courses — related
- The control group instructed through the traditional method showed no statistically significant improvement in writing from pre-test to post-test — possibly the same claim (merge candidate)
- Traditional reading comprehension instruction produced no statistically significant pre-test to post-test improvement in the control group — related
- Sixth-grade EFL students taught through multiple intelligences activities showed a statistically significant pre-test to post-test improvement in essay writing scores — related
- Traditional instruction also significantly improves Iranian EFL learners' writing ability from pre-test to post-test — reports the opposite
- Both blended and traditionally trained teacher groups improved significantly on all four TPACK-based ICT knowledge dimensions from pretest to posttest — related
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