Posttest scores increase monotonically across the tutoring algorithm's acquisition stages, supporting its stage criteria, though control-group items did not differ from items still in active acquisition¶
Claim · All claims
Evidence · 1 study · associationalr1·q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: tool and model accuracy changes quickly
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.
q3 i? Posttest credit rose significantly from active-acquisition items (P, 16.3%) to short-term-memory items (S, 28.7%, p < 0.01, one-tailed) and again to long-term-memory items (L, 50.1%, p < 0.001, one-tailed), but control-group items did not differ significantly from P items. → Evgeny Chukharev-Hudilainen and Tatiana A. Klepikova 2016
Evidence¶
Evgeny Chukharev-Hudilainen and Tatiana A. Klepikova 2016¶
Evgeny Chukharev-Hudilainen and Tatiana A. Klepikova. (2016). The effectiveness of computer-based spaced repetition in foreign language vocabulary instruction: a double-blind study. calico journal vol 33.3. https://doi.org/10.1558/cj.v33i3.26055
q3 · i? · associational · r1
The same double-blind randomized study's posttest analysis of lexical-unit statuses in student models. The authors state this "provides support for the criteria that were chosen for moving lexical units from P to S" and from S to L. No effect size was printed.
"In terms of the test scores, the difference between the lexical units in the control group and set P was not significant, while the difference between sets P and S was significant (p < 0.01, one-tailed), and so was the difference between sets S and L (p < 0.001, one-tailed)."
Discussion¶
Related Claims¶
- Double-blind experimental design can be successfully implemented in CALL-based pedagogical intervention research — related
- Lexical units brought to the 'fully learned' stage by the tutor scored significantly lower on the posttest than units students already knew before introduction — related
- Supplemental computer-based spaced repetition activities nearly triple long-term vocabulary retention in EFL students compared with conventional instruction alone — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
tutoring-stage-thresholds-validated-by-posttest |
title |
Posttest scores increase monotonically across the tutoring algorithm's acquisition stages, supporting its stage criteria, though control-group items did not differ from items still in active acquisition |
description |
Posttest scores increase monotonically across the tutoring algorithm's acquisition stages, supporting its stage criteria, though control-group items did not differ from items still in active acquisition |
status |
review |
evidence_strength |
mixed |
newest_evidence |
2016 |
recheck_by |
2019 |
generated |
by process:wiki-ingest on 2026-09-27 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — evgeny-chukharev-hudilainen-and-tatiana-a-klepikova-2016 |
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