Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis

Abraham, Lee B.

doi:10.1080/09588220802090246

Cited by 235 publications

(150 citation statements)

References 86 publications

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“…Both of these CALL and non-CALL conditions can be realized in many different ways and other methods are needed to investigate the detail of such variations (e.g., Abraham, 2008;Taylor, 2006). Our results showed that across the various conditions of technology use, second/foreign language instruction supported by computer technology was at least as effective as instruction without technology.…”

Section: Discussionmentioning

confidence: 71%

“…Liu, Moore, Graham, and Lee (2002) looked at computer use in second/foreign language learning from 1990 to 2000 andFelix's (2005b) analysis of CALL effectiveness research included the period from 2000 to 2004. In addition to these meta-analyses targeting the overall question of CALL effectiveness, a few meta-analyses investigated the effects of specific features of CALL such as effects of computer-mediated glosses on reading comprehension and vocabulary learning (Abraham, 2008) and computer-mediated L1 glosses on reading comprehension (Taylor, 2006). In the two meta-analyses targeting specific features of CALL, the results indicated clear, positive results for the computer-mediated conditions.…”

Section: Meta-analyses Of Research On Technology For Language Learningmentioning

confidence: 99%

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A meta-analysis of effectiveness studies on computer technology-supported language learning

Grgurovic¹,

Chapelle²,

Shelley³

2013

ReCALL

245

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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. KeywordsDepartment of Statistics, research methods, meta-analysis, secondary research, second/foreign language learning, computer-assisted language learning AbstractWith 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.

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Section: Discussionmentioning

confidence: 71%

Section: Meta-analyses Of Research On Technology For Language Learningmentioning

confidence: 99%

A meta-analysis of effectiveness studies on computer technology-supported language learning

Grgurovic¹,

Chapelle²,

Shelley³

2013

ReCALL

245

View full text Add to dashboard Cite

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“…Previous meta-analyses have reported that computer-supported collaborative learning (CSCL), where individuals are encouraged or required in negotiation and sharing of meanings to solve problems at hand in groups or within organizations with the help of modern information and communication technology [1,2], markedly enhanced learning opportunities for non-native speakers [3][4][5][6][7][8][9][10]. These overall advantages of CSCL were variously explained from different theoretical perspectives: computer-supported collaboration functions on the basis of "groupware" providing individuals with a higher level of information sharing, coordinating and navigating; social connectivity was enhanced through equal participation that was facilitated in the CSCL environment; and especially the socially distributed process of inquiry in CSCL has been underscored for building collective intelligence in such a technologically sophisticated collaborative language-learning environment.…”

Section: Rationalementioning

confidence: 99%

Improving Communicative Competence through Synchronous Communication in Computer-Supported Collaborative Learning Environments: A Systematic Review

2018

Education Sciences

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Abstract:Computer-supported collaborative learning facilitates the extension of second language acquisition into social practice. Studies on its achievement effects speak directly to the pedagogical notion of treating communicative practice in synchronous computer-mediated communication (SCMC): real-time communication that takes place between human beings via the instrumentality of computers in forms of text, audio and video communication, such as live chat and chatrooms as socially-oriented meaning construction. This review begins by considering the adoption of social interactionist views to identify key paradigms and supportive principles of computer-supported collaborative learning. A special focus on two components of communicative competence is then presented to explore interactional variables in synchronous computer-mediated communication along with a review of research. There follows a discussion on a synthesis of interactional variables in negotiated interaction and co-construction of knowledge from psycholinguistic and social cohesion perspectives. This review reveals both possibilities and disparities of language socialization in promoting intersubjective learning and diversifying the salient use of interactively creative language in computer-supported collaborative learning environments in service of communicative competence.

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“…The popularity of the field of CALL has increased incrementally, especially with the advent of recent technological developments. The question of CALL effectiveness is brought forward repeatedly in CALL research [1], [9], [12], [34][35], [37], [39]. However, this is not a simple yes or no question as often other parameters need to be considered.…”

Section: Computer Assisted Language Learning (Call)mentioning

confidence: 99%

Introducing New Perspectives in the Use of Social Technologies in Learning: Social Constructionism

Parmaxi

Zaphiris

Michailidou

et al. 2013

Human-Computer Interaction – INTERACT 2013

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Abstract. This paper reports on a qualitative study of the use of social technologies, explored in the context of an intensive 650-hour Greek language course. Qualitative content analysis of instructors' field notes, students' and instructors' reflections, interviews and a focus group was employed aiming at identifying the use of social technologies as a platform for constructing an online artifact. To triangulate the findings, the study also collected data by observing students' activity with social technologies. A code scheme was developed which manifests the use of social technologies as a social constructionism platform identifying its major dimensions: exploration of ideas, construction of online artifact and evaluation of the constructed artifact. Actions within each dimension that indicate the manifestation of social constructionism are identified and discussed. This study revealed results in favor of the use of social technologies as social constructing platforms suggesting a new framework for their use.

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Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis

Cited by 235 publications

References 86 publications

A meta-analysis of effectiveness studies on computer technology-supported language learning

A meta-analysis of effectiveness studies on computer technology-supported language learning

Improving Communicative Competence through Synchronous Communication in Computer-Supported Collaborative Learning Environments: A Systematic Review

Introducing New Perspectives in the Use of Social Technologies in Learning: Social Constructionism

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