Scaling Up Intervention Studies to Investigate Real-Life Foreign Language Learning in School

Abstract

Intervention studies typically target a focused aspect of language learning that is studied over a relatively short time frame for a relatively small number of participants in a controlled setting. While for many research questions, this is effective, it can also limit the ecological validity and relevance of the results for real-life language learning. In educational science, large-scale randomized controlled field trials (RCTs) are seen as the gold standard method for addressing this challenge—yet they require intervention to scale to hundreds of learners in their varied, authentic contexts.We discuss the use of technology in support of large-scale interventions that are fully integrated in regular classes in secondary school. As an experimentation platform, we developed a web-based workbook to replace a printed workbook widely used in German schools. The web-based FeedBook provides immediate scaffolded feedback to students on form and meaning for various exercise types, covering the full range of constructions in the seventh-grade English curriculum.Following the conceptual discussion, we report on the first results of an ongoing, yearlong RCT. The results confirm the effectiveness of the scaffolded feedback, and the approach makes students and learning process variables accessible for the analysis of learning in a real-world context.

The effects of working memory and declarative memory on instructed second language vocabulary learning: Insights from intelligent CALL

“…From a pedagogical perspective, using a web-based intelligent CALL system such as the one used here can certainly serve as a complement to what is done in the classroom (see Meurers et al, 2019, for an instance of an ICALL system already being used in a school setting). One of the problems with learners in the classroom is the fact that there is insufficient L2 input, since time in class is limited (European Commission Eurydice Report, 2017; Suzuki et al, 2019).…”

The systematic review of studies about web-based learning in language teaching context

“…Likewise, Zahonero and Degano (2016) noted the headway in metalinguistic awareness of learners via wiki-assisted language learning and translation as a collaborative computer-assisted specialised program. Finally, Meurers et al (2019) developed a webbased FeedBook to replace printed books providing immediate scaffolded feedback to exercises and randomized controlled field trials; then they concluded with its effectiveness on English language learners.…”

“…As such, immediate feedback will yield reaching the learning outcomes, and it will also serve as a vehicle to achieve effective e-learning thoroughly employing 'electronic interactions' (Lee, 2002). This would entail unlimited access to the instructional contents in turn (Meurers, Kuthy, Nuxoll, Rudzewitz, & Ziai, 2019).…”

The SweLL Language Learner Corpus

“…classrooms, and collection data of more varied formats, i.e. not only featuring essays (Meurers et al, 2019;Norris and Ortega, 2009). The SweLL corpus we present in this article can help answer (at least) a number of the above-mentioned questions for L2 Swedish.…”