Virtual learning instruction produced significantly greater creative thinking gains than traditional classroom instruction in Iranian female EFL learners¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The VLI group significantly outperformed the TCI group in creative thinking from pretest to posttest. → Soheila Shafiee Varzaneh & Roya Baharlooie 2015

Evidence¶

Soheila Shafiee Varzaneh & Roya Baharlooie 2015¶

Soheila Shafiee Varzaneh & Roya Baharlooie. (2015). The Effect of Virtual vs. Traditional Classroom Instruction on Creative Thinking of Iranian High School EFL Learners. English Language Teaching, 8(5). https://doi.org/10.5539/elt.v8n5p177

q2 · i? · causal · r2

Quasi-experiment with 60 VLI and 60 TCI female learners; paired t-tests on Gilford creative thinking pretest-posttest scores. The VLI group's "mean difference in the two scores was 32.90" versus 7.79 for TCI, with the article reporting significant pre-post gains.

"As Table 5 shows for VLI groups, T value for creativity was 22.03 and df was 59. The mean difference in the two scores was 32.90"

Discussion¶

Learner Variables¶

• Creativity — outcome: instruction changes it

Related Claims¶

• Both high and low proficiency VLI subgroups outperformed their TCI counterparts in posttest creative thinking — a narrower finding that bears on this claim
• VLI and TCI groups did not differ significantly in creative thinking before instruction — related
• Low-proficiency learners showed the largest creative thinking gains under virtual learning instruction — a narrower finding that bears on this claim
• VLI learners held more positive attitudes toward the learning situation than TCI learners — related
• Instruction through Telegram groups produces significantly higher intermediate EFL reading comprehension post-test scores than traditional classroom instruction — related