Video-based instruction improves reading comprehension of Iranian intermediate EFL learners more than conventional instruction¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2018 · 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 15 weeks, the experimental group taught with video files scored significantly higher than the control group on a 40-item multiple-choice reading comprehension post-test (p = 0.000). → Mohammadian et al. 2018
Evidence¶
Mohammadian et al. 2018¶
Amir Mohammadian, Amin Saed, Younes Shahi. (2018). The Effect of Using Video Technology on Improving Reading Comprehension of Iranian Intermediate EFL Learners. Advances in Language and Literary Studies, 9(2). https://doi.org/10.7575/aiac.alls.v.9n.2p.17
q2 · i? · causal · r1
Quasi-experiment with 30 male high-school learners in Chabahar, Iran, split into control and experimental groups of 15 each. Post-test means were 23.80 (video group) versus 19.80 (control); the "difference was statistically significant (p= 0.000)". No effect size is printed.
"the independent-samples t-test analysis showed that this difference was statistically significant (p= 0.000). Hence, it can be surely said that there were statistically significant differences between the experimental and control groups on the post- test in overall reading in favor of the experimental group."
Discussion¶
Related Claims¶
- The video-instructed experimental group improved significantly from pre-test to post-test — related
- Authentic-video instruction produced significantly higher post-test prosodic ability than traditional instruction for Iranian intermediate EFL learners — related
- Iranian intermediate EFL learners taught reading with CALL software scored significantly higher on reading comprehension than learners taught the same texts from printed pages — related
- Reciprocal teaching improves reading comprehension of intermediate Iranian EFL learners more than conventional reading instruction — related
- Instruction through Telegram groups produces significantly higher intermediate EFL reading comprehension post-test scores than traditional classroom instruction — related
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