Traditionally taught elementary EFL learners significantly outperform web-based learners in structural knowledge¶
Claim · All claims
Evidence · 1 study · causalr1·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? After six months, the traditionally taught group scored significantly higher than the web-based group on the structure post-test (M 35.75 vs 9.6). → Maryam Soleimani & Shima Gahhari 2012
Evidence¶
Maryam Soleimani & Shima Gahhari 2012¶
Maryam Soleimani & Shima Gahhari. (2012). Computer Assisted Language Testing: On the Efficacy of Web-based Approach in the Instruction of Elementary Learners of English. English Language Teaching, 5(9). http://dx.doi.org/10.5539/elt.v5n9p66
q2 · i? · causal · r1
t-test on gained structure scores of the two 20-learner groups after six months. "Traditionally taught learners made significant gains on post-test" relative to the web-based group, t(38)=-13.44.
"In similar vein, table 4 shows the findings of the two groups in teaching structure, traditionally taught learners made significant gains on post-test (Mweb-based =9.6, M traditional =35.75, t(38)=-13.44, p.05)."
Discussion¶
Related Claims¶
- Traditionally taught elementary EFL learners significantly outperform web-based learners in speaking performance — related
- Elementary EFL learners taught through web-based instruction significantly outperform traditionally taught learners in reading comprehension — related
- Elementary EFL learners taught through web-based instruction significantly outperform traditionally taught learners in writing — related
- Saudi EFL preparatory students taught through a blended e-learning approach for 8 weeks outperformed a traditionally taught control group on an achievement test — related
- The zero class hour group and the traditionally taught group made statistically similar listening gains after two months — related
- Students taught with a structured AI-supported writing workflow rated their own digital critical thinking and AI literacy much higher at posttest than traditionally taught students — related
- EFL learners taught reading comprehension with animation films outperformed traditionally taught controls on a posttest — related
- Traditional classroom listening instruction produced significantly higher post-test achievement than online learning after one month — related
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