Teachers should use the identified moderators as criteria when selecting CALL applications and predicting student performance¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article's implication section recommends that teachers consider the study's moderator findings when choosing feedback applications. It states "teachers can take into consideration these factors to make a choice using this study results as criteria to select applications they need for their teaching", and that instructors can predict students' performance based on learner characteristics such as educational level and mother tongue, then employ feedback in CALL to fulfill student needs. Application characteristics such as modeling are named as factors to understand before classroom use.

Design Implications¶

Context¶

Requirements¶

• Knowledge of the moderator findings (educational level, mother tongue, intervention provider, etc.) before adopting applications

Constraints¶

• Findings derive from undergraduate and graduate learners; the study excluded primary and secondary school studies and studies without control or comparison groups

Target Learners¶

• Undergraduate and graduate language learners

Target Learning Goals¶

• Language learning outcomes supported by CALL feedback

Related Strategies¶

• Schools and districts should choose screener benchmarks that match their goals and resources for defining and serving at-risk students

Examples¶

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Key Sources¶

• Adnan F. Saad Mohamed. (2020). Feedback in Computer-Assisted Language Learning: A Meta-Analysis. TESL-EJ, 24(2). https://tesl-ej.org/wordpress/issues/volume24/ej84/ej84a1/