Claims

The politeness effect: learners learn better with polite instructions or feedback than with direct language forms

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2021 · 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? Learners learn better with polite instructions or polite feedback rather than with direct language forms. → Sascha Schneider 2021

Evidence

Sascha Schneider 2021

Sascha Schneider, Maik Beege, Steve Nebel, Lenka Schnaubert, Günter Daniel Rey. (2021). The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). Educational Psychology Review. https://doi.org/10.1007/s10648-021-09626-5

q2 · i? · review · r2

The review reports the politeness effect, citing several studies, and explains it via Brown and Levinson's politeness theory: people strive to save face in interaction even with digital environments. Second-hand report; no effect sizes printed.

"This effect describes that learners learn better with polite instructions (e.g., Mikheeva et al. 2019; Schneider et al. 2015b) or polite feedback (e.g., McLaren et al. 2011a, 2011b) rather than with direct language forms."

Discussion

Page metadata
Field Value
type claim
id politeness-effect-polite-instructions-feedback
title The politeness effect: learners learn better with polite instructions or feedback than with direct language forms
description The politeness effect: learners learn better with polite instructions or feedback than with direct language forms
status review
evidence_strength weak
newest_evidence 2021
generated by process:wiki-ingest on 2026-10-22
trust unverified — no one has confirmed this page's content
sources 1 — sascha-schneider-2021

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