The effectiveness of educational technology applications on adult English language learners’ writing quality: a meta-analysis

Xu, Zhihong; Banerjee, Manjari; Ramı́rez, Gilbert; Zhu, Gang; Wijekumar, Kay

doi:10.1080/09588221.2018.1501069

Cited by 61 publications

(60 citation statements)

References 59 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Previous studies indicate diversified effects for technology's intensity and duration on literacy (eg, Cheung & Slavin, 2013;Xu, Banerjee, Ramirez, Zhu & Wijekumar, 2018). So for this meta-analysis, we simultaneously explored the impact of duration and intensity of different ITS interventions so that we could determine how to best maximize its effect on reading.…”

Section: Study Codingmentioning

confidence: 99%

The effectiveness of intelligent tutoring systems on K‐12 students' reading comprehension: A meta‐analysis

Xu¹,

Wijekumar²,

Ramı́rez³

et al. 2019

Brit J Educational Tech

Self Cite

View full text Add to dashboard Cite

This meta‐analysis examined the effectiveness of improving reading comprehension for students in K‐12 classrooms using intelligent tutoring systems (ITSs), a computer‐based learning environment that provides customizable and immediate feedback to the learner. Nineteen studies from 13 publications incorporating approximately 10 000 students were included in the final analysis; using robust variance estimation to account for statistical dependencies, the 19 studies yielded 88 effect size estimates. The meta‐analysis indicated that the overall random effect size of ITSs on reading comprehension was 0.60 (using a mix of standardized and researcher‐designed measures) with a 95% confidence interval 0.36 to 0.85 (p < 0.001). This review confirms previous studies comparing ITSs to human tutoring: ITSs produced a small effect size when compared to human tutoring (0.20, 0.02–0.38, p = 0.036, n = 21). All comparisons to human tutoring used standardized measures. This review also found that ITSs produced a larger effect size on reading comprehension when compared to traditional instruction (0.86) for mixed measures and (0.26) for standardized measures. These findings may be of interest to practitioners and policy makers seeking to improve reading comprehension using consistent and accessible ITSs. Recommendations for researchers include conducting studies to understand the difference between traditional and updated versions of ITSs and employing valid and reliable standardized tests and researcher‐designed measures.

show abstract

Section: Study Codingmentioning

confidence: 99%

The effectiveness of intelligent tutoring systems on K‐12 students' reading comprehension: A meta‐analysis

Xu¹,

Wijekumar²,

Ramı́rez³

et al. 2019

Brit J Educational Tech

Self Cite

View full text Add to dashboard Cite

show abstract

“…The findings of the current study agree with the previous findings related to using instructional technology to enhance EFL learning in general and writing skills in particular. Similarly, reviewed literature in EFL education (Xu et. al, 2018;Chun, 2016;Rosen, 2016;James, 2016;Abdallah & Mansour, 2015;Eder Intriago et al, 2016) found that various technological tools and trends had a positive impact on students' EFL learning generally and academic writing specifically.…”

Section: Resultsmentioning

confidence: 99%

“…Recent studies on the impact of using technology to improve students' writing skills have significant findings in terms of academic writing and students' attitudes towards technology integration. Xu et al (2018), for example, analyzed 21 independent studies from 16 publications and found that technology integration have a considerable effect size on writing skills in comparison to conventional instructional methods. Additionally, Jayaron and Abidin (2015) conducted a quasi-experimental study with 28 diploma level learners.…”

Section: Technology and Writing Skillsmentioning

confidence: 99%

The Impact of Virtual Writing Tutor on Writing Skills and Attitudes of Omani College Students

Badi

Osman

Abdo³

2020

JED

View full text Add to dashboard Cite

The present study aimed to examine the impact of Virtual Writing Tutor (VWT) software on the academic writing skills of Year 1 Omani EFL students in the College of Applied Science, (CAS)-Sohar and their attitudes towards using VWT software to enhance their academic writing skills. The sample consisted of 35 students in the control group and 35 in the experimental group (Total N= 70) who were enrolled in the English for Academic Purposes (ENAP1002) course at CAS-Sohar. The data collection tools included pre-test and post-test for the two groups, and attitude scale for the experimental group. The findings of the study showed a positive large effect size (Cohen’s d = 0.88) of VWT on writing skills. In addition, Year 1 students in the experimental group enjoyed using the VWT software and found it beneficial and helpful in checking the accuracy of their essays including spelling, punctuation, grammar and vocabulary. In light of the research findings, implications and recommendations for future research were outlined.

show abstract

“…Scaffolding argument/argumentative essay writing with technology has been researched quite a few times in university and school settings (Hoffmann, 2015;Kim, 2018;Li, 2006;Lu & Zhang, 2013;Williams & Beam, 2019;Xu et al, 2019). Latifi et al (2020) have studied the difference between the students' argumentative writing scores through two different treatments -worked examples and opportunities to collaborate and learn through scripting.…”

Section: Literature Review Technical Scaffolds In Argument Writingmentioning

confidence: 99%

Teaching with Technology 2020

2021

JALTCALL Pubs

View full text Add to dashboard Cite

show abstract

The effectiveness of educational technology applications on adult English language learners’ writing quality: a meta-analysis

Cited by 61 publications

References 59 publications

The effectiveness of intelligent tutoring systems on K‐12 students' reading comprehension: A meta‐analysis

The effectiveness of intelligent tutoring systems on K‐12 students' reading comprehension: A meta‐analysis

The Impact of Virtual Writing Tutor on Writing Skills and Attitudes of Omani College Students

Teaching with Technology 2020

Contact Info

Product

Resources

About