Baseline testing showed weak discursive (32%) and socio-cultural knowledge (34%) but stronger strategic (62%) and value-ranking (67%) performance¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? At the ascertaining stage, discursive competence tasks yielded 32% and traditions/customs knowledge 34%, while value ranking reached 67% and communicative strategies 62%. → Fahrutdinova 2014

Evidence¶

Fahrutdinova 2014¶

Fahrutdinova, R. A., Yarmakeev, I. E., & Fakhrutdinov, R. R. (2014). The Formation of Students’ Foreign Language Communicative Competence during the Learning Process of the English Language through Interactive Learning Technologies (The Study on the Basis of Kazan Federal University). English Language Teaching, 7(12). https://doi.org/10.5539/elt.v7n12p36

q2 · i? · causal · r1

Ascertaining-phase testing of 54 students using 270 English tests based on the SMC "Practical course of foreign language". Discursive tasks scored 32%; the article also prints 34% for traditions/customs, 67% for value ranking, and 62% for communicative strategies.

"The analysis of test results discursive competence (32%) demonstrates the need to continue building the skills to create and comprehend oral and written, monological or dialogical texts."

Discussion¶

Related Claims¶

• Socio-cultural and strategic component scores rose substantially at re-testing (87% value ranking, 58% traditions, 86% strategies, 82% social) — related
• Interactive learning technologies produced greater gains in foreign language communicative competence than traditional instruction in a 54-student quasi-experiment — a broader claim this one bears on