A study published in the journal Applied Linguistics (Feb. 2014) investigated the effects of implicit and explicit classroom interventions during the instruction of Japanese to English As-a-first-language (EFL) students. EFL students at a Japanese university were divided into implicit (n=44) and explicit (n=37) groups. [Note: Implicit instruction emphasized reading comprehension only, while explicit instruction included both deductive and inductive activities designed to bring learners' attention to rules and patterns.] Following an instruction period, all students were tested on their ability to use epistemic terms such as think, maybe, seem, and may in an essay. A summary of the epistemic type scores for the two groups of EFL students are provided in the table on p. 421. Implicit (n=44) Explicit (n=37) Mean Score (points) 5.9 9.7 Standard Deviation 2.4 3.1 Source: Fordyce, K. "The differential effects of explicit and implicit in struction on EFL learners' use of epistemic stance." Applied Linguistics, Vol. 35, No. 1, Feb. 2014 (Table 6). a. A 95% confidence interval for mImp, the true mean epistemic type score of EFL students taught with implicit instruction, is (5.17, 6.63). Based on this interval, is there evidence that mimp differs from 6? b. Use the summary information in the table to test the hypothesis that mImp differs from 6 at a = .05. c. Explain why the inferences in parts a and b agree. d. A 95% confidence interval for mExp, the true mean epistemic type score of EFL students taught with explicit instruction, is (8.67, 10.73). Based on this interval, is there evidence that mExp differs from 6? e. Use the summary information in the table to test the hypothesis that mExp differs from 6 at a = .05. f. Explain why the inferences in parts d and e agree
A study published in the journal Applied Linguistics (Feb. 2014) investigated the effects of implicit and explicit classroom interventions during the instruction of Japanese to English As-a-first-language (EFL) students. EFL students at a Japanese university were divided into implicit (n=44) and explicit (n=37) groups. [Note: Implicit instruction emphasized reading comprehension only, while explicit instruction included both deductive and inductive activities designed to bring learners' attention to rules and patterns.] Following an instruction period, all students were tested on their ability to use epistemic terms such as think, maybe, seem, and may in an essay. A summary of the epistemic type scores for the two groups of EFL students are provided in the table on p. 421. Implicit (n=44) Explicit (n=37) Mean Score (points) 5.9 9.7 Standard Deviation 2.4 3.1 Source: Fordyce, K. "The differential effects of explicit and implicit in struction on EFL learners' use of epistemic stance." Applied Linguistics, Vol. 35, No. 1, Feb. 2014 (Table 6). a. A 95% confidence interval for mImp, the true mean epistemic type score of EFL students taught with implicit instruction, is (5.17, 6.63). Based on this interval, is there evidence that mimp differs from 6? b. Use the summary information in the table to test the hypothesis that mImp differs from 6 at a = .05. c. Explain why the inferences in parts a and b agree. d. A 95% confidence interval for mExp, the true mean epistemic type score of EFL students taught with explicit instruction, is (8.67, 10.73). Based on this interval, is there evidence that mExp differs from 6? e. Use the summary information in the table to test the hypothesis that mExp differs from 6 at a = .05. f. Explain why the inferences in parts d and e agree
MATLAB: An Introduction with Applications
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Author:Amos Gilat
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![A study published in the journal Applied Linguistics (Feb. 2014) investigated the effects of implicit
and explicit classroom interventions during the instruction of Japanese to English As-a-first-language
(EFL) students. EFL students at a Japanese university were divided into implicit (n=44) and explicit
(n=37) groups. [Note: Implicit instruction emphasized reading comprehension only, while explicit
instruction included both deductive and inductive activities designed to bring learners' attention to
rules and patterns.] Following an instruction period, all students were tested on their ability to use
epistemic terms such as think, maybe, seem, and may in an essay. A summary of the epistemic type
scores for the two groups of EFL students are provided in the table on p. 421.
Implicit (n=44)
Explicit (n=37)
Mean Score
(points)
5.9
9.7
Standard
Deviation
2.4
3.1
Source: Fordyce, K. "The differential effects of explicit and implicit in-
struction on EFL learners' use of epistemic stance." Applied Linguistics,
Vol. 35, No. 1, Feb. 2014 (Table 6).
a. A 95% confidence interval for mlmp, the true mean epistemic type score of EFL students taught
with implicit instruction, is (5.17, 6.63). Based on this interval, is there evidence that mimp differs
from 6?
b. Use the summary information in the table to test the hypothesis that mImp differs from 6 at a = .05.
c.
Explain why the inferences in parts a and b agree.
d. A 95% confidence interval for mExp, the true mean epistemic type score of EFL students taught
with explicit instruction, is (8.67, 10.73). Based on this interval, is there evidence that mExp differs
from 6?
e. Use the summary information in the table to test the hypothesis that mExp differs from 6 at a = .05.
f. Explain why the inferences in parts d and e agree](/v2/_next/image?url=https%3A%2F%2Fcontent.bartleby.com%2Fqna-images%2Fquestion%2Fd9405039-4a31-4db7-9099-a4100233232c%2F91497996-f182-4f93-b142-17b6fc39159e%2Fdnv908c_processed.png&w=3840&q=75)
Transcribed Image Text:A study published in the journal Applied Linguistics (Feb. 2014) investigated the effects of implicit
and explicit classroom interventions during the instruction of Japanese to English As-a-first-language
(EFL) students. EFL students at a Japanese university were divided into implicit (n=44) and explicit
(n=37) groups. [Note: Implicit instruction emphasized reading comprehension only, while explicit
instruction included both deductive and inductive activities designed to bring learners' attention to
rules and patterns.] Following an instruction period, all students were tested on their ability to use
epistemic terms such as think, maybe, seem, and may in an essay. A summary of the epistemic type
scores for the two groups of EFL students are provided in the table on p. 421.
Implicit (n=44)
Explicit (n=37)
Mean Score
(points)
5.9
9.7
Standard
Deviation
2.4
3.1
Source: Fordyce, K. "The differential effects of explicit and implicit in-
struction on EFL learners' use of epistemic stance." Applied Linguistics,
Vol. 35, No. 1, Feb. 2014 (Table 6).
a. A 95% confidence interval for mlmp, the true mean epistemic type score of EFL students taught
with implicit instruction, is (5.17, 6.63). Based on this interval, is there evidence that mimp differs
from 6?
b. Use the summary information in the table to test the hypothesis that mImp differs from 6 at a = .05.
c.
Explain why the inferences in parts a and b agree.
d. A 95% confidence interval for mExp, the true mean epistemic type score of EFL students taught
with explicit instruction, is (8.67, 10.73). Based on this interval, is there evidence that mExp differs
from 6?
e. Use the summary information in the table to test the hypothesis that mExp differs from 6 at a = .05.
f. Explain why the inferences in parts d and e agree
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