Measures of the Test Scores across the Two Treatments

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improvements in each test section. First, CG’s score improved from 10.48 to 
12.96, but TG’s score increased from 10.28 to 11.04. Both groups achieved the 
lowest scores was Text Completion Section. In particular, CG’ score developed 
from 4.16 to 6.04, and TG’s score rose from 4.04 to 4.56. For Sentence 
Completion Section, CG’s and TG’s scores grew by approximately 2.5 and .80 
respectively. The Independent Samples t-Tests shows that the improvements in 
CG’s knowledge of the semantics of the prepositions from the pretest to the 
posttest were significant (p < .001, 2-tailed). There was a relatively considerable 
increase in CG’s scores for all the three sections: sentence completion (SC), 
multiple choice (MC) and text completion (TC). The Independent Samples t-
Test of CG’s scores
shows that its score gains were significant (p < .001). On 
contrary, the Independent Samples t-test of TG’ scores shows that its score gains 
were insignificant (p>.05). Cronbach’s Alpha standard for statistical reliability 
was assured (α = .847 for CG and α = .728 for TG). Repeated measures of 
ANOVA also indicate that the differences in the posttest results of each section 
between the two groups were significant, p < .05. 
4.1.3 Discussion of the Effects of the CL-Based Treatment on the 
Participants’ Knowledge of Spatial and Metaphorical Meanings
The foregoing analyses indicate that it may be, at least, moderately 
effective to apply CL-based teaching. The main difference in the two treatments 
was in the warm-up activity and instruction which reflected the CL-based 
treatment and traditional treatment. In other words, CG’s score improvement 
was mainly tailored to the pedagogical CL-based application.
What appears from the analyses is that both kinds of treatment had a 
pronounced impact on the scores of both groups involved in this study, resulting 
in their statistical score growth from the pretest to the posttest. Also, in contrast 

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to TG, CG developed significantly over time in terms of their knowledge and 
memory of the semantics of the prepositions, which led to the improvements in 
their scores. In short, TG’s and CG’s score improvements from the pretest to 
the posttest mainly reflected these differences in the two treatments. 

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