Socio-cultural and strategic component scores rose substantially at re-testing (87% value ranking, 58% traditions, 86% strategies, 82% social)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? At re-testing, value-ranking/judgment tasks reached 87%, traditions and customs 58%, communicative strategies 86%, and social/socio-cultural component 82%. → Fahrutdinova 2014

Evidence¶

Fahrutdinova 2014¶

Fahrutdinova, R. A., Yarmakeev, I. E., & Fakhrutdinov, R. R. (2014). The Formation of Students’ Foreign Language Communicative Competence during the Learning Process of the English Language through Interactive Learning Technologies (The Study on the Basis of Kazan Federal University). English Language Teaching, 7(12). https://doi.org/10.5539/elt.v7n12p36

q2 · i? · causal · r1

Control-phase re-testing of the socio-cultural and strategic components. Value ranking reached 87% (up from 67%), traditions/customs 58% (up from 34%), strategies 86% (up from 62%), and the social/socio-cultural component 82% (up from 55%); the article notes the greatest development in the experimental group. No effect sizes are printed.

"The good result was received while perf orming the tasks not requiring a defin ite answer on testing sociocultural competence, i.e. allowing a certain amount of subjectivity: on the ranking of values and valuation judgments (87% correct answers)."

Discussion¶

Related Claims¶

• Baseline testing showed weak discursive (32%) and socio-cultural knowledge (34%) but stronger strategic (62%) and value-ranking (67%) performance — related
• Interactive learning technologies produced greater gains in foreign language communicative competence than traditional instruction in a 54-student quasi-experiment — a broader claim this one bears on
• Linguistic-component scores rose to 79% (vocabulary) and 94% (grammar) at re-testing, with the largest gains in the experimental group — related