Students using the ACF-PA approach showed significantly higher intrinsic motivation than students using the C-PA approach, with no significant difference in extrinsic motivation¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i2 medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Intrinsic motivation was significantly higher in the ACF-PA group (F = 8.051, p < .01, η2 = .113), while extrinsic motivation showed no significant difference (F = .061, p > .05, η2 = .001). → Chen-Chen Liu 2025

Evidence¶

Chen-Chen Liu 2025¶

Chen-Chen Liu, Gwo-Jen Hwang, Peng Yu, Yun-Fang Tu, Youmei Wang. (2025). Effects of an automated corrective feedback-based peer assessment approach on students' learning achievement, motivation, and self-regulated learning conceptions in foreign language pronunciation. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10484-z

q2 · i2 · causal · r1

Quasi-experiment measuring motivation with the Wang and Chen (2010) questionnaire; the article reports "a statistically significant difference" in intrinsic motivation favoring ACF-PA (η2 = .113), while extrinsic motivation did not differ (η2 = .001).

"there was no significant difference between the two groups for extrinsic motivation (F = .061, p > .05, η2 = .001), while intrinsic motivation showed a statistically significant difference (F = 8.051, p < .01, η2 = .113)"

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• Students using the ACF-PA approach developed significantly greater self-regulated learning conceptions than students using the C-PA approach — related
• Intrinsically motivated students show significantly higher proportions of evaluation and elaboration messages, while extrinsically motivated students concentrate in planning and orientation — related
• Motivational orientation is strongly associated with the role students assign to GenAI: intrinsically motivated students most often position it as an instructor, extrinsically motivated students as a replacement tool — related
• Intrinsically motivated students form reflective-iterative metacognitive co-occurrence networks, but overall ENA centroid positions do not differ significantly between motivational groups — related
• GenAI shows positive effects on both intrinsic and extrinsic motivation, with no reliable difference between the two (H-1c not supported) — related
• Students perceived the ACF-PA approach positively, citing technical benefits, enriched learning content, an optimized learning process, and motivation to think deeply — related