Retrospect and prospect of comuter assisted English language learning: A meta-analysis of the emprical literature

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Abstract

The effectiveness of computer-assisted instruction in language learning has been the topic of a long-standing debate. Prompted by this debate, we attempted to provide an updated meta-analysis on the learning effect of computerassisted English language instruction on a broad range of study features. This meta-analysis of the experimental literature compares computer-assisted English language learning with traditional face-to-face treatments, including 140 computer-assisted learning versus classroom instruction studies, which yield 158 achievement effects. After examining the methodological quality, the overall weighted average effect size for achievement was +0.50, and it was heterogeneous. The results indicated that computer-assisted instruction had an overall medium effect on English language development. Moreover, the mixed effects model for moderator analyses indicated that Web-based instruction yielded a larger mean effect (+0.54) than traditional computer-assisted instruction (+0.47). Further analyses led to the identification of four important moderators of English language learning: type of interaction, communication mode, language learning context, and treatment duration. Insights into the evolution, not only in the technological but also in the sociological context and educational theories, and the future prospects of computer-assisted instruction are discussed.

Citation

Relevant Evidence Summaries

The evidence was reviewed and included in the following summaries: 

What strategies are effective for English language acquisition in newcomer populations?

This evidence summary, authored by Switchboard, provides an overview of the current evidence on the effectiveness of various interventions for English language learning among newcomers. It addresses two crucial questions: Are there specific elements of English language acquisition programs for newcomer populations that are more effective or efficient than others? What role does technology play…

About this study

AGE: Multiple Age Groups

DIRECTION OF EVIDENCE: Positive impact

FULL TEXT AVAILABILITY: Paid

HOST COUNTRY: Multiple countries

HOST COUNTRY INCOME: High

INTERVENTION DURATION: Various

INTERVENTION: Computer assisted English language learning

OUTCOME AREA: Education

POPULATION: Immigrants

REGION OF ORIGIN OF PARTICIPANT(S): Multiple Regions

STRENGTH OF EVIDENCE: Strong

TYPE OF STUDY: Meta-analysis

YEAR PUBLISHED: 2018

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