Explicit strategy instruction did not significantly enhance self-assessed language progress in mixed-ability groups¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2010 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Language progress as perceived by students was not enhanced through explicit instruction in language learning strategies. → Jurkovič 2010

Evidence¶

Jurkovič 2010¶

Jurkovič, V. (2010). Effect of Explicit Language Learning Strategy Instruction on Language-test and Self-assessment Scores. English Language Teaching, 3(1). https://doi.org/10.5539/elt.v3n1p16

q2 · i? · causal · r2

Second regression model on the same 77 students using membership in group A and initial self-assessment score to predict "self-assessment difference". The article reports a beta weight of -0.00 for group membership (R2 = 0.09, F = 3.44, p < 0.01 for the model).

"The results of linear regression analysis presented in Table 4 reveal that membership in the treatment group did not have a statistically significant effect on self-assessed language progress."

Discussion¶

Learner Variables¶

• Academic Self-Concept — outcome: instruction changes it

Related Claims¶

• Explicit language learning strategy instruction did not have a statistically significant effect on language progress as measured by the OPT in mixed-ability higher-education groups — related
• Self-assessed language competence increased in both groups, but perceived progress diverged among low-level students in the contrast group — related
• Students perceived greater writing improvements than evaluators confirmed — related