Claims

Advanced EFL learners exposed to TV-series video clips retained formulaic sequences at a significantly higher rate than learners receiving explicit instruction only

Claim · All claims
Evidence · 1 study · causal r1 · q3 · i0 negligible
Currency · newest study 2017 · 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.

q3 i0 The experimental group retained FSs at a significantly higher rate than the control group on the delayed posttest, with a small printed effect size (d = .02). → Koç and Koç 2017

Evidence

Koç and Koç 2017

Didem Koban Koç & Serdar Engin Koç. (2017). On the Role of Media Input in the Learning of Formulaic Sequences by EFL Learners. TESL Canada Journal/Revue TESL du Canada, 34(3), 93–110. https://doi.org/10.18806/tesl.v34i3.1275

q3 · i0 · causal · r1

Independent-samples t-test on delayed posttest scores of 20 experimental and 20 control participants. The article reports the difference was "statistically significant (t = -2.04, p = .05)" with means of 11.00 versus 8.35 and a printed effect size d = .02 described as small significance.

"the differences in the retention of the FSs between the two groups was statistically significant (t = -2.04, p = .05). The experimental group (M = 11.00, SD = 3.72) retained the FSs at a higher rate than the control group (M = 8.35, SD = 4.41). Cohen’s effect size value (d = .02) suggested a small significance."

Discussion

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