The followers of audio-visualism state that applying audiovisual aids would lead to an improvement in learners' vocabulary achievement.
The lower value of learners' self-reported difficulty levels suggested that learning environment could offer more support to cognitive resources that directly contributed to the improvement in learners' performance.
The results from the summative test, as shown in Table 6, indicated that there was a significant improvement in learners' IC (t = − 24.4444; p = .000) after the thirteen-week course.
This indicates a considerable improvement in learners' LC at different times: from quiz 1 to quiz 2, and from quiz 1 to quiz 3. Possibly, the degree of difficulty of three quizzes was different from one another, although the test items in each quiz reflected the language content of each unit.
The results from the LC summative tests reveal that there was a significant improvement in EFL learners' LC after the thirteen-week ICC course.
Furthermore, in this condition, there was only very weak evidence of successive improvement in performance over learner generations, whereas in the immediate measure condition there was a clear effect of steadily increasing scores on the goal measurement.
However, data from TAs' assessments and teaching videos suggested otherwise and indicated improvement in TAs' efficacy in learner-centered teaching methods.
There was also some improvement in the formality of learners' language, but there was no evidence of improvement in linguistic accuracy or complexity.
Some questions for which Reciprocative Dynamic Linking could not do any improvement in the learning scores expected learners to identify a representation and to write down mathematical expressions.
