Instructor video presence produced no significant difference in tone production correctness, acceptability, or confidence, though with-condition means were descriptively higher on correctness and acceptability¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Tone production correctness did not differ significantly between conditions, despite descriptively higher with-condition means. → Yu-Jr Lan 2026 q3 i? Scored acceptability and confidence showed no significant differences between conditions. → Yu-Jr Lan 2026 (2)

Evidence¶

Yu-Jr Lan 2026¶

Yu-Jr Lan, Emmanuel Manalo. (2026). Incorporating instructor presence in a multimedia language learning context. Instructional Science. https://doi.org/10.1007/s11251-026-09814-2

q3 · i? · causal · r2

Repeated-measures ANOVA on production correctness scored blindly by two native-speaker raters (inter-rater k = 0.8). The article reports no significant difference (η² = 0.017) but notes Fig. 3 shows "the trend of the with instructor condition performing better than the without instructor condition in both videos on correctness and acceptability."

"While no significant difference was found (F (1, 49) = 1.55, p =.219, η² = 0.017), the descriptive statistics revealed the mean correctness was M = 7.84 (SD = 0.37) in the with condition, and M = 7.72 (SD = 0.46) in the without condition for Tones 1&2."

Yu-Jr Lan 2026 (2)¶

Yu-Jr Lan, Emmanuel Manalo. (2026). Incorporating instructor presence in a multimedia language learning context. Instructional Science. https://doi.org/10.1007/s11251-026-09814-2

q3 · i? · causal · r2

Acceptability (η² = 0.02) and confidence (F(1, 49) = 0.23, p =.631, η² = 0.001) showed no significant condition differences. The article notes confidence scores varied with content difficulty across the two videos.

"For scored acceptability, no significant difference was found ( F (1, 49) = 2.72, p =.105, η² = 0.02)."

Discussion¶

Related Claims¶

• Skin conductance level did not differ significantly between instructor-presence conditions, though arousal patterns appeared to vary with content difficulty
• Instructor video presence produced no significant difference in retention or transfer of Mandarin tone distinction among true-beginner learners — related
• Learners reported higher perceived learning and satisfaction and lower mental effort with the instructor video, despite no performance gains — a perception-performance gap — related