Abstract:Good practice in primary research has evolved over many decades of research in applied linguistics to counter human fallibility and biases. Surprisingly, perhaps, synthesising such research in an entire field has only recently started to develop its own methodologies and recommendations. This paper outlines some of the issues involved, especially in terms of quantitative research and meta-analysis. A second-order synthesis of meta-analyses in Computer-Assisted Language Learning (CALL) provides only medium effe… Show more
“…Finally, the meta-analysis is complemented with a narrative review, which categorizes the characteristics of MALL studies in terms of the language aspects targeted, theoretical frameworks addressed, technology type adopted, and multimedia components used. As noted by Boulton (2016), a quantitative analysis could provide essential insights, but it does not capture the whole picture. Instead, it needs to be complemented with qualitative analysis that is more thought provoking and heuristically rich.…”
This study employed a narrative review and a meta-analysis to synthesize the literature on mobile-assisted language learning (MALL). Following a systematic retrieval of literature from 2008 to 2017, 17 studies with 22 effect sizes were included based on predetermined inclusion and exclusion criteria. By categorizing the characteristics of the studies retrieved, the narrative review revealed a detailed picture of MALL research in terms of the language aspects targeted, theoretical frameworks addressed, mobile technologies adopted, and multimedia components used. The qualitative review helped to contextualize and interpret the results found in the meta-analysis, which revealed a large effect for mobile technologies in language learning, identified three variables (i.e. type of activities, modality of delivery, and duration of treatment) that might influence the effectiveness of mobile technologies, and confirmed the existence of a redundancy effect and a novelty effect in MALL practice. Implications for future research and pedagogy are discussed.
“…Finally, the meta-analysis is complemented with a narrative review, which categorizes the characteristics of MALL studies in terms of the language aspects targeted, theoretical frameworks addressed, technology type adopted, and multimedia components used. As noted by Boulton (2016), a quantitative analysis could provide essential insights, but it does not capture the whole picture. Instead, it needs to be complemented with qualitative analysis that is more thought provoking and heuristically rich.…”
This study employed a narrative review and a meta-analysis to synthesize the literature on mobile-assisted language learning (MALL). Following a systematic retrieval of literature from 2008 to 2017, 17 studies with 22 effect sizes were included based on predetermined inclusion and exclusion criteria. By categorizing the characteristics of the studies retrieved, the narrative review revealed a detailed picture of MALL research in terms of the language aspects targeted, theoretical frameworks addressed, mobile technologies adopted, and multimedia components used. The qualitative review helped to contextualize and interpret the results found in the meta-analysis, which revealed a large effect for mobile technologies in language learning, identified three variables (i.e. type of activities, modality of delivery, and duration of treatment) that might influence the effectiveness of mobile technologies, and confirmed the existence of a redundancy effect and a novelty effect in MALL practice. Implications for future research and pedagogy are discussed.
Computer-Assisted Language Learning (CALL) has been a heated topic for years as this theme consists of positive impact on pedagogy. In the field of teaching and learning writing, researchers with a wide range of studies figured that CALL provides both lecturers and students opportunities for enhancing self-confidence, fluency, and accuracy. Most scholars have indicated that the positive effects of CALL in writing appeared clearly. By reviewing sixteen articles related to the topic, the writers revealed the effectiveness of CALL in the context of teaching and learning writing both inside and outside the classroom. Additionally, the challenges of utilizing CALL for writing subjects are also provided a spotlight. The study also mentions the common similar limitations that reviewed articles comprise, hence, the suggestion for further research will follow.
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