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Evidence record 3314 · automatically gathered

Question Type, Cognitive Load, and CEFR Alignment: Evaluating LLM-Generated EFL Grammar Drill Exercises

This study evaluates the pedagogical viability of LLM-generated English as a Foreign Language (EFL) learning content. Utilising log data from Japanese junior high school students practicing on a grammar drilling application, we analysed how different question modalities impact student performance and whether theoretical localised CEFR difficulty tiers accurately predict empirical task difficulty. Results reveal a clear performance hierarchy: multiple-choice questions carried the lowest cognitive

Record details

Published: 1 June 2026
Source: arXiv
Category: Research
Topics: Safety & alignment · Children & education
Retrieved: 14 July 2026

source-onlyevidence status

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How to cite this record

ethics.ai (1 June 2026), “Question Type, Cognitive Load, and CEFR Alignment: Evaluating LLM-Generated EFL Grammar Drill Exercises,” evidence record 3314, https://ethics.ai/record/3314 (originally published by arXiv).

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