After eight weeks of WhatsApp-based EFL writing instruction, one Jordanian eleventh-grade section's mean writing scores rose and the other's fell, with no pre-to-post significance test or control group reported¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The authors say writing "seems to have developed significantly" on all four aspects, but, although both a pre-test and a post-test were given, report no statistical pre-to-post comparison and have no control group; between the pre-test and post-test tables the female section's means rose on every aspect (total 43.73 to 45.82) while the male section's fell on every aspect (total 42.00 to 39.54). → Bataineh et al. 2018

Evidence¶

Bataineh et al. 2018¶

Ruba Fahmi Bataineh, Raghda Fayez Al-Hamad and Dina Abdulhameed Al-Jamal. (2018). GENDER AND EFL WRITING: DOES WHATSAPP MAKE A DIFFERENCE? Teaching English with Technology, 18(2), 21-33. https://eric.ed.gov/?id=EJ1177754

q2 · i? · causal · r1

Quasi-experimental study of two intact eleventh-grade sections at one private school, one male and one female, both taught through a WhatsApp-based process-writing treatment for eight weeks, with no control group (the method section says 37 students, the abstract 98). The only tests reported are independent-samples t-tests between the two sections: no significant difference at pre-test (Table 1), and higher female than male means at post-test on each of the four aspects (p = .00 to .03; the total, p = .08, was not significant at the authors' .05 level; Table 2). No pre-test to post-test comparison is tested. Read off the two tables, the female section's means rose on every aspect (total 43.73 to 45.82) and the male section's fell on every aspect (total 42.00 to 39.54). The authors nevertheless write that "writing seems to have developed significantly on all writing aspects", which their reported analyses do not show. Because sex and class section coincide, the difference between the sections cannot be attributed to gender. No effect size is printed.

"Even though male and female participants scored significantly differently across the four aspects of the test, writing seems to have developed significantly on all writing aspects."

Discussion¶

Related Claims¶

• Male and female experimental groups were equivalent on all writing aspects before the WhatsApp treatment — related
• Learners taught 40 figurative idioms via WhatsApp MMS messages scored significantly higher on the posttest than learners taught with traditional paper-based activities — related
• Both wiki-based and traditional pen-and-paper process-based writing instruction improve EFL writing achievement across all measured subskills. — related