The Self-Access CAPT Group reported the highest frequency of self-monitoring of language learning but more difficulties and fewer strategies than the Collaborative Group¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2015 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The Self-Access Group produced the highest frequency of self-monitoring statements (N=58), yet reported more difficulties than the Collaborative Group and developed fewer strategies. → Tsai Pi-hua 2015

Evidence¶

Tsai Pi-hua 2015¶

Tsai Pi-hua. (2015). Computer-Assisted Pronunciation Learning in a Collaborative Context: A Case Study in Taiwan. TOJET: The Turkish Online Journal of Educational Technology, 14(4). https://eric.ed.gov/?id=EJ1077659

q2 · i? · qualitative · r2

Qualitative content analysis of the Self-Access CAPT Group's weekly learning logs (30 students practicing MyET independently); the frequency count is descriptive, and the author offers the interpretation that more time on individual on-tasks facilitated awareness of learning progress.

"As for the Self-Access Group, it was discovered that they had produced the highest frequency of self-monitoring of language learning (N= 58)."

Discussion¶

Learner Variables¶

• Metacognition — outcome: instruction changes it
• Self-Regulation — outcome: instruction changes it

Related Claims¶

• Students identified design limitations of the CAPT system's feedback, including fluctuating scores, lack of constructive improvement suggestions, and monotonous practice — related
• Mediation type (self-access CAPT, collaborative CAPT, or MP3) produced no statistically significant difference in posttest reading performance across pronunciation, intonation, timing, or overall ratings — related
• In learning-log reflections, the Collaborative CAPT Group reported the most gains and strategies while the MP3 Group reported the most difficulties — related