The authors observed higher motivation among learners doing CALL-based tasks than among those doing written-question tasks¶
Claim · All claims
Evidence · 1 study · causalr2·q1
Currency · newest study 2018 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · 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.
q1 i? Based on the researchers' observations, experimental-group participants showed higher motivation to learn English grammatical rules than control-group participants. → Alian 2018
Evidence¶
Alian 2018¶
Alian, J., Khodabandeh, F., & Soleimani, H. (2018). The effect of CALL-based tasks on EFL learners’ grammar learning. Teaching English with Technology, 18(3), 54-68. http://www.tewtjournal.org
q1 · i? · causal · r2
This is the authors' observational interpretation from supervising the two groups during the 15-session study, not a measured motivation outcome; no instrument or statistic is reported for motivation.
"Based on the researchers’ observations, the participants who took part in the experimental group had higher motivation to learn English grammatical rules than the control group"
Discussion¶
Related Claims¶
- EFL learners doing CALL-based tasks outperform learners doing written-question tasks on a grammar post-test — related
- During classroom observation, think-talk-write students appeared more enthusiastic and confident in mathematics than expository-taught students — related
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