Fluency showed a trend toward significance for the treatment group between pre- and post-tests (p=.055), suggesting digital game pressure may push learners to speak faster¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · 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.
q2 i? The treatment group's fluency gain from pre- to post-test was marginally non-significant (Z=-1.92, p=0.055). → Cardoso 2017
Evidence¶
Cardoso 2017¶
Cardoso, W., Rueb, A., & Grimshaw, J. (2017). Can an interactive digital game help French learners improve their pronunciation? In K. Borthwick, L. Bradley & S. Thouësny (Eds), CALL in a climate of change: adapting to turbulent global conditions – short papers from EUROCALL 2017 (pp. 67-72). Research-publishing.net. https://doi.org/10.14705/rpnet.2017.eurocall2017.691
q2 · i? · causal · r1
Wilcoxon test on treatment-group fluency ratings approached but did not reach significance pre-to-post. The authors interpret that "the trend in increased fluency for the experimental group suggests that digital game-playing placed more pressure on students to speak faster than its paper-based counterpart".
"For fluency, the treatment group showed no significance between pre- and post-tests (Z=-1.92, p=0.055), nor pre- and delayed post-tests ( Z=-1.48, p=0.14)."
Discussion¶
Related Claims¶
- One month of playing the digital information gap game PàN produced no statistically significant improvement in FSL learners' comprehensibility, fluency, or overall pronunciation — related
- Descriptive trends showed the treatment group improving slightly from pre- to post-test and continuing to improve at delayed post-test, while the control group declined then recovered — related
- Interviewed Spaceteam ESL players said they spoke more English during play, and one said he stopped attending to his nervousness; the authors suggest motivation may explain a non-significant fluency trend — related
- The fluency workshop did not increase trimmed speech rate significantly more than a general English class, though the experimental group alone showed a significant pre-to-post increase — related
- The control group showed no significant change in speaking fluency from pre-test to post-test — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-02 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.