Experimental-group students improved significantly in listening proficiency under the zero class hour model over two months¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group's mean posttest score rose about two points above its pretest mean, with a paired-samples significance level of 0.000. → Wang 2010

Evidence¶

Wang 2010¶

Yushan Wang. (2010). To Give Control to Learners or Not? A Comparative Study of Two Ways of Teaching Listening. English Language Teaching, Vol. 3, No. 2. http://www.ccsenet.org/elt

q2 · i? · causal · r1

Paired-samples T-test on the experimental group's (N=51) pretest and posttest scores from TOEFL listening papers (full mark 20 points); pretest mean 11.5882, posttest mean 13.4314, Sig. (2-tailed) .000. The article reports "The significance level reached 0.000".

"From table 4.2.1, we can see that the mean of the pos ttest scores raised about two points. The significance level reached 0.000. This indicates that the learner made great progress in their listening proficiency."

Discussion¶

Related Claims¶

• Experimental classes achieved higher final DLPT-5 listening and reading results than the control class, which passed 50% in listening and 66.7% in reading — related
• Students given more control spent significantly more weekly time on listening practice, indicating greater effort and autonomy — related
• The zero class hour group and the traditionally taught group made statistically similar listening gains after two months — a broader claim this one bears on
• The CL class improved significantly from pretest to posttest while the traditional-taught class did not — related