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Field
Abstract
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Before
This study will evaluate the causal impact of a structured expressive skills training program on students’ academic performance. We aim to conduct a large-scale randomized controlled trial (RCT) across around primary and junior secondary schools in China, involving over 6000 students. Classes are randomly assigned to either an expressive skills training program (treatment classes) or a control group. The intervention consists of six structured training sessions delivered over a 3-month period, together with a list of assignments. The control group receives time-matched routine schooling.
We will measure expressive ability, non-cognitive skills, and academic performance at the student level using multiple informants, including academic scores, student self-reports, parent surveys, and teacher evaluations. Data will be collected before and after the intervention. The primary objective is to assess whether expressive skills training
improves cognitive and noncognitive performances.
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After
This study will evaluate the causal impact of a structured expressive skills training program on students’ academic performance. We aim to conduct a large-scale randomized controlled trial (RCT) across around primary and junior secondary schools in China, involving over 6000 students. Classes are randomly assigned to either an expressive skills training program (treatment classes) or a control group. The intervention consists of six structured training sessions delivered over a 3-month period, together with a list of assignments. The control group receives time-matched routine schooling. In addition, a subset of classes will receive a light-touch cross-randomized component designed to encourage students’ willingness to express themselves in classroom settings.
We will measure expressive ability, non-cognitive skills, and academic performance at the student level using multiple informants, including academic scores, student self-reports, parent surveys, and teacher evaluations. Data will be collected before and after the intervention. The primary objective is to assess whether expressive skills training
improves cognitive and noncognitive performances.
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Field
Last Published
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Before
May 18, 2026 08:28 AM
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After
June 20, 2026 10:57 PM
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Field
Experimental Design (Public)
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Before
Randomization will be stratified by class level. Baseline measures of primary outcomes will be collected before the intervention, and an endline survey will be conducted after the intervention to track changes in outcomes.
Treatment Group
Students receive:
1.Six structured expressive skills sessions delivered over 3 months. Curriculum includes verbal expression, structured argumentation, etc.
2.Two months of guided expressive practice assignments (e.g., recorded speech tasks).
Control Group
Students receive:
1. Daily schooling.
2. No expressive output requirements.
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After
Randomization will be stratified by class level. Baseline measures of primary outcomes will be collected before the intervention, and an endline survey will be conducted after the intervention to track changes in outcomes.
Treatment Group
Students receive:
1.Six structured expressive skills sessions delivered over 3 months. Curriculum includes verbal expression, structured argumentation, etc.
2.Two months of guided expressive practice assignments (e.g., recorded speech tasks).
Control Group
Students receive:
1. Daily schooling.
2. No expressive output requirements.
In addition, a subset of classes will receive a light-touch cross-randomized component designed to encourage students’ willingness to express themselves in classroom settings.
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