Language proficiency moderates the effect of non-interactive teaching on immediate monitoring accuracy¶
Claim · All claims
Evidence · 1 study · quant-synthesisr1·q3
Currency · newest study 2025 · not yet checked against its sources · 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.
q3 i? In the IPD synthesis, immediate monitoring accuracy depended on students' language proficiency. → Lachner 2025
Evidence¶
Lachner 2025¶
Lachner, A., Russ, H., Hübner, N., Sibley, L., & Scheiter, K. (2025). When Does Learning by Non-interactive Teaching Work? A Large-Scale Analysis of Learner Characteristics in a Classroom Setting. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10060-0
q3 · i? · quant-synthesis · r1
Exploratory aptitude-treatment interaction analysis within the one-stage IPD meta-analytic framework (N = 1074), testing nine learner characteristics simultaneously; the reported interaction shows "Immediate monitoring accuracy depended on language proficiency".
"However, the effectiveness of non-interactive teaching varied by learner characteristics: Immediate monitoring accuracy depended on language proficiency."
Discussion¶
Related Claims¶
- Non-interactive teaching yields higher immediate scientific knowledge than restudy in secondary physics classrooms — related
- Non-interactive teaching produces stronger under-confidence (metacognitive bias) than restudy immediately after learning — related
- Immediate unsupported application on a new passage showed no material-condition effect and no Proficiency × Material interaction, indicating no short-term dependence cost — related
- Meta-analyses report a small but significant advantage of non-interactive teaching over control, with large between-study variability
- The effect of Tekster does not depend on students' initial writing proficiency — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
language-proficiency-moderates-monitoring-accuracy |
title |
Language proficiency moderates the effect of non-interactive teaching on immediate monitoring accuracy |
description |
Language proficiency moderates the effect of non-interactive teaching on immediate monitoring accuracy |
status |
review |
evidence_strength |
weak |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lachner-2025 |
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