Smartboard teaching raised overall motivation, integrative orientation, instrumental orientation and linguistic self-confidence, but not self-efficacy beliefs or ought-to L2 self¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · 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? Post-treatment differences favoured the experimental group significantly on overall motivation (p=.001), integrative orientation (p=.041), instrumental orientation (p=.02) and linguistic self-confidence (p=.038). → Ahmad 2017
q2 i? Differences on self-efficacy beliefs (p=.564) and ought-to L2 self (p=.079) were not significant. → Ahmad 2017
Evidence¶
Ahmad 2017¶
Ahmad, W., Ali, Z., Sipra, M. A., & Taj, I. H. (2017). The Impact of Smartboard on Preparatory Year EFL Learners’ Motivation at a Saudi University. Advances in Language and Literary Studies, 8(3). https://doi.org/10.7575/aiac.alls.v.8n.3p.172
q2 · i? · causal · r1
Detailed post-treatment analysis (Table 4) of six motivation elements in the same quasi-experiment; four elements showed significant differences favouring the experimental group, while self-efficacy beliefs (p=.564) and ought-to L2 self (p=.079) did not. No effect sizes are printed.
"The mean score of the experimental group (3.79) is higher than the mean score of the control group (3.30). The statistical analysis of the results shows that the difference is significant at .05 level as (p=0.01<0.05)"
Discussion¶
Learner Variables¶
- Self-Efficacy — outcome: instruction changes it
Related Claims¶
- The Smartboard-taught experimental group showed a significant within-group increase in motivation from pre- to post-treatment — related
- Seven weeks of Smartboard instruction produced significantly higher post-treatment motivation than traditional whiteboard instruction in Saudi preparatory-year EFL learners — related
- In the L2MSS, the L2 learning experience predicts intended effort most strongly, while the ideal L2 self is weaker than the theory argues — related
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