穨Review. Pdf

 

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Table 4.23 Paired Sample Statistics of High Achievers in Control Group 
N=12 
Pre 
Post 
M 
SD 
t 
p 
Appropriateness 14.83 
14.66 
-.16 
1.85 
-.312 
.76 
Vocabulary 
14.33 
14.50 
.16 
1.40 
.41 
.68 
Grammar 
13.00 
15.33 
2.33 
2.22 
3.62 
.00** 
Intelligibility 
14.50 
13.50 
1.00 
2.89 
1.19 
.25 
Fluency 
16.00 
16.00 
.00 
2.08 
.00 
1.00 
The low-achievers, like the high-achievers, in the experimental group also gained 
significantly (p < .00) on all of the five items on the grading criteria of the oral task, 
as shown in Table 4.24. 
Table 4.24 Paired Sample Statistics of Low Achievers in Experimental Group 
N=8 
Pre 
Post 
M 
SD 
t 
p 
Appropriateness 10.50 
13.75 
3.25 
.88 
10.37 
.00** 
Vocabulary 
7.75 
13.50 
5.75 
1.16 
13.96 
.00** 
Grammar 
8.50 
14.00 
5.50 
1.19 
13.01 
.00** 
Intelligibility 
8.50 
12.50 
4.00 
1.30 
8.64 
.00** 
Fluency 
8.50 
13.25 
4.75 
1.98 
6.78 
.00** 
As a sharp contrast to the significant gains on all of the five criteria made by the 
low achievers in the experimental group, the low-achievers in the control group did 
not make any progress in terms of their oral performance, as illustrated in Table 4.25.
Without making any significant progress, the score on fluency was even reduced 
significantly in the post-test, as shown in Table 4.25. The low-achievers in the 
control group scored 11.00 on the item of fluency in the pre-test, but dropped to 8.00 
in the post-test. The mean difference between the pre-test and the post-test was a 
statistically significant (p < .00) drop.