Technology's impact on language learning: Meta-analysis on variables and effectiveness

Abstract

This study explores the correlation between technology utilization and language acquisition while analyzing the impact of moderating variables on this relation. Our meta-analysis approach analyzes data from 43 extracts out of 19 primary studies published between 2012 and 2021. Our data analysis employs a random-effect model utilizing a significance level of α = 0.05. Additionally, the authors examine four moderating variables: level of education, location of research, proficiency in language, and year of publication. Technology-based language acquisition outperforms traditional methods, indicating a significant and moderate impact on the learning process. This study enhances comprehension of the efficacy of technology in language acquisition by identifying various factors, such as the geographical location of research, methods of assessing language proficiency, and technology type employed. However, there is insufficient evidence to support the notion that educational level or sample size significantly impact technology-based language acquisition. This meta-analysis highlights the importance of considering nuanced factors when integrating technology into language learning. The findings emphasize the possibility of technology to transform methods of acquiring language and urge additional investigation into customized strategies that optimize its advantages.

Realistic mathematics education and mathematical literacy: a meta-analysis conducted on studies in Indonesia

“…As seen in Table 2, the fill and trim test was carried out to establish a justification for the experiment. According to the table, data pruning was not necessary, which is consistent with the observation that the funnel plot depicts symmetric data dispersion [46], [48], [50]- [54]. The analysis of seventeen studies reveals that the data dispersion is resistant to publication bias.…”