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A History of the Irish Language: From the Norman Invasion to Independence

By Aidan Doyle

This book "sets the history of the Irish language in its political and cultural context" and "makes available for the first time material that has previously been inaccessible to non-Irish speakers."


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The Cambridge Handbook of Pragmatics

Edited By Keith Allan and Kasia M. Jaszczolt

This book "fills the unquestionable need for a comprehensive and up-to-date handbook on the fast-developing field of pragmatics" and "includes contributions from many of the principal figures in a wide variety of fields of pragmatic research as well as some up-and-coming pragmatists."


Academic Paper


Title: A meta-analysis of effectiveness studies on computer technology-supported language learning
Author: Maja Grgurović
Institution: University of Illinois at Chicago
Author: Carol A. Chapelle
Email: click here TO access email
Homepage: http://www.public.iastate.edu/~carolc/homepage.html
Institution: Iowa State University
Author: Mack C. Shelley
Institution: Iowa State University
Linguistic Field: Applied Linguistics
Abstract: 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.

CUP AT LINGUIST

This article appears IN ReCALL Vol. 25, Issue 2, which you can READ on Cambridge's site or on LINGUIST .



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