Neither feedback mode produced differential improvements in syntactic complexity; a general time effect appeared only in the first task¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the first task a significant time main effect (F = 6.184, p = .016) showed general syntactic improvement (composite mean 2.03 to 2.14), with no significant group or interaction effects; in the second task all effects were non-significant. → Tang J 2026

Evidence¶

Tang J 2026¶

Tang J, Li P, Luo R (2026) Teacher feedback VS AI-assisted peer feedback in L2 writing: A quasi-experimental study in a Chinese University. PLoS One 21(6): e0345976. https://doi.org/10.1371/journal.pone.0345976

q3 · i? · causal · r2

Mixed repeated-measures ANOVA on Coh-Metrix 3.0 syntactic complexity indicators (SYNLE, SYNNP, SYNMEDpos, SYNSTRUTt) across both tasks; the article prints no effect size in this sentence. Second-task results: time F(1,59)=0.234, p = .630; group F(1,59)=1.991, p = .165; interaction F(1,59)=0.417, p = .522.

"a significant main effect of time was found (F = 6.184, p = .016), indicating that feedback and revision behavior brought about a general improvement in syntactic complexity (composite mean increased from 2.03 to 2.14). However, neither the main effect of group nor the interaction effect was significant (p > .05)"

Discussion¶

Learner Variables¶

• Syntax — outcome: instruction changes it

Related Claims¶

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