Wiki-based instruction improved business writing more than traditional instruction among 60 second-year Business Administration EFL students at one Saudi university¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? At Prince Sattam bin Abdul Aziz University (Saudi Arabia), second-year Business Administration students taught business writing with wikis scored significantly higher on the post-test of business writing skills than control-group students taught by traditional methods. → Kassem 2017

Evidence¶

Kassem 2017¶

Mohamed Ali Mohamed Kassem. (2017). Developing Business Writing Skills and Reducing Writing Anxiety of EFL Learners through Wikis. English Language Teaching, 10(3). https://doi.org/10.5539/elt.v10n3p151

q2 · i? · causal · r2

Pre-test/post-test experimental and control group design with 60 randomly chosen second-year Business Administration students at Prince Sattam bin Abdul Aziz University, Saudi Arabia (30 per group), equivalent on English proficiency, age, computer skills and prior business writing. Independent-samples t-test on post-TBWS showed the experimental group higher, "t (58) = 9.27, p = 0.01".

"The results, displayed in Table 1, showed statistically significant difference in the scores for the experimental group (M =11.9, SD =1.64) and the control group (M =7.43, SD = 2.06); t (58) = 9.27, p = 0.01 in favor of the experimental group."

Discussion¶

Learner Variables¶

• Writing Skills — outcome: instruction changes it

Related Claims¶

• Wiki-based instruction improved all four measured business writing aspects, most in form and least in mechanics — possibly the same claim (merge candidate)
• Wiki-based instruction reduces writing anxiety of EFL business students relative to traditional instruction — related
• Flipped classroom instruction produced significantly better post-test writing scores than traditional instruction among Iraqi EFL sophomores — related
• Flipped classroom instruction produces higher functional writing skills than traditional teaching among third-year ESP business majors — related
• Brainstorming-strategy instruction produced significantly higher post-test writing performance than traditional instruction among English-major university students — related
• Wiki-based writing environments increase EFL writing achievement in content compared with traditional pen-and-paper process writing. — a narrower finding that bears on this claim