The authors attribute CAVI's vocabulary advantage to individualised pacing, instant feedback, low-anxiety interaction and motivating game features¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors interpret the CAVI groups' success as possibly due to learner control over pacing, one-to-one computer interaction with instant feedback, and lively animated features. → Nejati 2018

Evidence¶

Nejati 2018¶

Nejati, E., Jahangiri, A. & Salehi, M. R. (2018). The effect of using computer-assisted language learning (CALL) on Iranian EFL learners’ vocabulary learning: An experimental study. Cypriot Journal of Educational Science. 13(2), 351–362. https://eric.ed.gov/?id=EJ1183258

q1 · i? · causal · r1

Authors' interpretation in the Discussion section, not a tested result: they offer possible explanations including individualised pacing, "instant feedback", a low-affective-filter environment, and the lively animation and games of the program, citing Lee (2000) and Krashen (1982).

"First, learners had control over their learning process and learned at their own pace during the implementations. This individuali sed learning might have promoted learners’ motivation (Lee, 2000)."

Discussion¶

Related Claims¶

• The authors interpret the null movement effect as possibly due to experimenter-controlled video pacing obstructing children's memory encoding — related
• The study's findings are limited to pre-intermediate and intermediate learners tested on paper, with abstract words, over eight sessions — related
• CAVI and TVI groups were equivalent in target vocabulary knowledge before the experiment — related
• The study's findings are limited to female Iranian pre-university students at one public school, with psychological factors unexamined — related