In ASR-assisted college English speaking instruction, corrective feedback and reflection tasks each significantly predict reflective behavior¶
Claim · All claims
Evidence · 2 studies · 2 associationalr2·q2
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Corrective feedback from the ASR system has a significant positive effect on reflective behavior. → Chen D 2026
q2 i? Reflection tasks have a significant positive effect on reflective behavior. → Chen D 2026 (2)
Evidence¶
Chen D 2026¶
Chen D, Zeng L, Ou W and Zhong S (2026) ASR technology in college English speaking instruction: the role of feedback internalization and metacognitive strategies. Front. Psychol. 17:1847238. https://doi.org/10.3389/fpsyg.2026.1847238
q2 · i? · associational · r2
Path analysis within a structural equation model of 325 valid questionnaire responses tested ASR features as predictors of reflective behavior. The article reports corrective feedback significantly predicted reflective behavior, "with a path coefficient of 0.398 (SE = 0.074, CR = 5.416)"; no standardized effect size is printed.
"In contrast, timely Corrective Feedback had a significant positive effect on reflective behavior, with a path coefficient of 0.398 (SE = 0.074, CR = 5.416)."
Chen D 2026 (2)¶
Chen D, Zeng L, Ou W and Zhong S (2026) ASR technology in college English speaking instruction: the role of feedback internalization and metacognitive strategies. Front. Psychol. 17:1847238. https://doi.org/10.3389/fpsyg.2026.1847238
q2 · i? · associational · r2
Same SEM path analysis of the 325-response questionnaire survey. Reflection task significantly predicted reflective behavior, "with a path coeffi -cient of 0.330 (SE = 0.071, CR = 4.620)"; the article prints no standardized effect size.
"Moreover, Reflection Task also had a positive effect on reflective behavior, with a path coeffi -cient of 0.330 (SE = 0.071, CR = 4.620), which is highly statistically significant."
Discussion¶
Related Claims¶
- ASR recognition accuracy enhances learning motivation but does not significantly predict reflective behavior — related
- Reflective behavior and learning motivation each significantly predict oral proficiency improvement in ASR-assisted instruction — related
- ASR usage frequency moderately predicts reflective behavior but does not significantly predict learning motivation — related
- Language proficiency significantly moderates the effect of reflective behavior on oral proficiency improvement, with the effect non-significant at low proficiency — related
- Language proficiency significantly moderates the effect of learning motivation on oral proficiency improvement — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
asr-feedback-and-reflection-tasks-reflective-behavior |
title |
In ASR-assisted college English speaking instruction, corrective feedback and reflection tasks each significantly predict reflective behavior |
description |
In ASR-assisted college English speaking instruction, corrective feedback and reflection tasks each significantly predict reflective behavior |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — chen-d-2026, chen-d-2026-2 |
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