Students are more attentive to the teacher's model track when they hear their own recording first¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 4 design pages cite it; treat it as a lead to check, not an established finding.

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? In the video sequencer's sequential listening mode, playing the student's recording before the teacher's master track made students much more attentive to the teacher's production than the opposite order. → Toma 2000

Evidence¶

Toma 2000¶

Toma, Tony. (2000). Real-Time Courseware Design: The LAVAC Video Sequencer. https://eric.ed.gov/?id=ED444508

q2 · i? · design · r2

Classroom tests with the LAVAC video sequencer's sequential listening mode, reported in the Results section. The author reversed the classical language-lab order, starting the listening phase with the student's recording, and found students "much more attentive to the teacher's production" afterwards. No effect size is printed.

"Tests proved that students were much more attentive to the teacher's production (the master track in that instance) after they have heard their production than in the opposite way."

Discussion¶

Learner Variables¶

Attention — outcome: instruction changes it

Visible sound-wave displays led students to speak louder and notice sounds they would otherwise have missed — related
Students pause the video after a few sequences to consult a segment menu and judge workload by segment count — related
Recording and listening to his own read-alouds helped the student read more accurately and comprehend more than following a teacher's read-aloud — related
The design of video modeling examples strongly affects training success: screen-recording examples were ineffective while writing-out examples were effective — related

Page metadata

Field	Value
`type`	`claim`
`id`	`student-recording-first-increases-attention-to-model`
`title`	`Students are more attentive to the teacher's model track when they hear their own recording first`
`description`	`Students are more attentive to the teacher's model track when they hear their own recording first`
`status`	`review`
`evidence_strength`	`weak`
`newest_evidence`	`2000`
`generated`	by `process:wiki-ingest` on `2026-10-02`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `toma-2000`

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