In the published article, there was an error in one of the p-values stated in the Results section.
A correction has been made to Results, Learning Anxiety, Paragraph 2. The corrected paragraph is shown below.
Table 5 presents that the five subscales of learning anxiety in the post-questionnaire differed significantly between the two groups (Wilks' lambda = 0.408, F = 7.26, p < 0.001, Eta = 0.59). The Bonferroni method was then used to analyse the confidence intervals. The results of the post hoc comparison indicated that the EFL group showed lower learning anxiety than the CSL group for the dimensions of speech anxiety, communication apprehension, and fear of being negatively evaluated by other students.
The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.
Statements
Publisher’s note
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.
Summary
Keywords
Interdisciplinary activities, educational robots, pair programming, language learning, trial-and-error loops
Citation
Hsu T-C, Chang C, Wu L-K and Looi C-K (2023) Corrigendum: Effects of a pair programming educational robot-based approach on students' interdisciplinary learning of computational thinking and language learning. Front. Psychol. 14:1229357. doi: 10.3389/fpsyg.2023.1229357
Received
26 May 2023
Accepted
20 June 2023
Published
28 June 2023
Volume
14 - 2023
Edited by
Douglas F. Kauffman, Medical University of the Americas – Nevis, United States
Reviewed by
Jodi Asbell-Clarke, TERC, United States; Hui Chun Chu, Soochow University, Taiwan
Updates
Copyright
© 2023 Hsu, Chang, Wu and Looi.
This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Ching Chang chingtw2006@gmail.com
†ORCID: Ting-Chia Hsu orcid.org/0000-0001-6504-9540
Ching Chang orcid.org/0000-0001-8032-247X
Chee-Kit Looi orcid.org/0000-0001-9905-2713
Disclaimer
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.