Reflective behavior and learning motivation each significantly predict oral proficiency improvement in ASR-assisted instruction¶
Claim · All claims
Evidence · 2 studies · 2 associationalr1–r2·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? Reflective behavior significantly positively predicts oral proficiency improvement. → Chen D 2026
q2 i? Learning motivation significantly positively predicts oral proficiency improvement. → 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
SEM path analysis of the 325-response survey tested the two mediators as predictors of oral proficiency improvement. Reflective behavior was highly significant with "a path coefficient of 0.400 (SE = 0.062, CR = 6.479)"; no standardized effect size is printed.
"reflective behavior had a path coefficient of 0.400 (SE = 0.062, CR = 6.479), both of which were highly significant."
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 · r1
Same SEM path analysis. Learning motivation significantly predicted oral proficiency improvement with "a path coefficient of 0.210 (SE = 0.061, CR = 3.458)"; the article prints no standardized effect size.
"Learning motivation had a path coefficient of 0.210 (SE = 0.061, CR = 3.458)"
Discussion¶
Related Claims¶
- In ASR-assisted college English speaking instruction, corrective feedback and reflection tasks each significantly predict reflective behavior — 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
- Motivational SRL factors correlate with but do not directly predict Japanese EFL learners' proficiency — related
- ASR recognition accuracy enhances learning motivation but does not significantly predict reflective behavior — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
asr-reflection-motivation-predict-oral-gains |
title |
Reflective behavior and learning motivation each significantly predict oral proficiency improvement in ASR-assisted instruction |
description |
Reflective behavior and learning motivation each significantly predict oral proficiency improvement in ASR-assisted instruction |
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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