Document Type

Article

Publication Version

Published Version

Publication Date

2013

Journal or Book Title

ReCALL

Volume

25

Issue

02

First Page

165

Last Page

198

DOI

10.1017/S0958344013000013

Abstract

With the aim of summarizing years of research comparing pedagogies for second/foreign language teaching supported with computer technology and pedagogy not-supported by computer technology, a meta-analysis was conducted of empirical research investigating language outcomes. Thirty-seven studies yielding 52 effect sizes were included, following a search of literature from 1970 to 2006 and screening of studies based on stated criteria. The differences in research designs required subdivision of studies, but overall results favored the technology-supported pedagogy, with a small, but positive and statistically significant effect size. Second/foreign language instruction supported by computer technology was found to be at least as effective as instruction without technology, and in studies using rigorous research designs the CALL groups outperformed the non-CALL groups. The analyses of instructional conditions, characteristics of participants, and conditions of the research design did not provide reliable results because of the small number of effect sizes representing each group. The meta-analysis results provide an empirically-based response to the questions of whether or not technology-supported pedagogies enhance language learning, and the process of conducting the meta-analysis pointed to areas in research methodology that would benefit from attention in future research.

Comments

This article is from ReCALL 25 (2013): 165, doi:10.1017/S0958344013000013 Posted with permission.

Copyright Owner

Cambridge University Press

Language

en

File Format

application/pdf

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