Claims

The virtual resource center was underexploited: under half of students visited it, mostly briefly, though users found it increasingly useful

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · 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? A questionnaire study found 48% of students visited the VRC, 66% of whom used it one to three times per semester for under 30 minutes each time; the more they used it, the more useful they found it. → Starkey-Perret 2017

Evidence

Starkey-Perret 2017

Starkey-Perret, R., Belan, S., Lê Ngo, T. P., & Rialland, G. (2017). The effect of form-focussed pre-task activities on accuracy in L2 production in an ESP course in French higher education. In C. Sarré & S. Whyte (Eds), New developments in ESP teaching and learning research (pp. 171-195). Research-publishing.net. https://doi.org/10.14705/rpnet.2017.cssw2017.751

q2 · i? · causal · r1

Questionnaire study of student VRC use reported by the authors (citing Starkey-Perret et al., 2015) in the programme-description section. The same study noted that students who used the VRC found it useful for learning and that perceived usefulness rose with use.

"A questionnaire study showed that just under half of the students (48%) visited the VRC, 66% of whom used it between one and three times over the course of the semester for a duration of under 30 minutes each time (Starkey-Perret et al., 2015)."

Discussion

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