Experiments showed that the causal learning mechanism help CELTS improve learners' performance.
Based on comparative experimental studies, other researchers have demonstrated that WCF, if well designed and executed, is able to noticeably improve learners' performance on certain grammatical structures (e.g., Bitchener 2008; Bitchener and Knoch 2010; Chandler 2003; Ellis et al. 2008; Hartshorn et al. 2010; Liu 2008; Nassaji 2011; Sheen 2007; Shintani et al. 2014; van Beuningen et al. 2012).
We show that keywords provided by TransPhoner improve learner performance in an online vocabulary learning study, with the improvement being more pronounced for harder words.
Scaffolding has been shown to improve learner performance by providing the appropriate level of support in a just-in-time fashion (Belland 2014, Pressley et al. 2006).
On the other hand, from the DA experience one can derive "suggestions for intervention that appear successful in facilitating improved learner performance" (Lidz, 1991).
From this definition it is clear that DA considers abilities to be "malleable and flexible rather than fixed" (Sternberg & Grigorenko, 2002) and focuses "on modifiability and on producing suggestions for interventions that appear successful in facilitating improved learner performance" (Lidz, 1991).
Similarly, the observation that 'dialogue' [ 4] and interaction [ 91] is associated with improved learner performance is explained qualitatively by the Conversational Framework.
The results showed that the inclusion of expert support made the visualization-based reflective learning environment more effective in improving learners' problem-solving performance, supporting their construction of knowledge from problem-solving tasks, and improving their confidence and satisfaction with the learning experience.
An experiment is conducted to evaluate this system and the experimental results show that this system is able to comprehend various types of knowledge and to improve learners' learning performance.
Furthermore, research is currently evaluating the benefits of feedforward interventions in the clinical setting to improve learner's performance, through the learner focusing on internal standards and previous performance that they considered good practice [ 9].
