One month of playing the digital information gap game PàN produced no statistically significant improvement in FSL learners' comprehensibility, fluency, or overall pronunciation¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The treatment group showed no significant pre-to-post or pre-to-delayed-post gains on any of the three pronunciation measures. → Cardoso 2017 q2 i? The control group likewise showed no significant improvement on any measure across testing phases. → 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 Signed-Rank tests on judges' mean rater scores for comprehensibility, fluency, and overall pronunciation found no significant within-group gains; e.g. treatment comprehensibility pre-to-post "Z=-1.39, p=0.16". The article reports a trend toward significance for fluency (p=.055) only.

"As the data are non-parametric, a Wilcoxon Signed-Rank test was conducted based on a student's mean rater score for each of the three measures between two given tests."

Discussion¶

Related Claims¶

• 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 — related
• Between-group comparisons show no significant difference in pronunciation improvement between the PàN group and the paper-based gamified control group — possibly the same claim (merge candidate)
• The authors judge the one-month treatment duration insufficient for developing judge-rated L2 pronunciation, and impressionistic ratings a possible reason for the null fluency result — possibly the same claim (merge candidate)
• 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
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• The control group showed no significant change in speaking fluency from pre-test to post-test — related
• Cooperative Learning activities improve EFL university students' oral fluency of speaking compared with conventional instruction — related