The Effect of Videoconferencing on Second-Language Learning: A Meta-Analysis

Abstract

To mitigate the unexpected closure of educational institutions during the COVID-19 pandemic, e-learning has become a practical alternative to conventional face-to-face instruction. Videoconferencing, a synchronous computer-mediated communication (SCMC) approach, has been adopted as a venue to continue student learning activities. However, in the field of second-language (L2) education, videoconferencing had already been integrated into learning tasks, enabling L2 learners to have more opportunities to access authentic linguistic input and participate in interactions with more proficient users or native speakers of the target languages. Research has reported the pedagogical benefits of learners’ L2 achievement that are provided by videoconferencing, whereas some studies have reached a different conclusion. To further ascertain the effectiveness of videoconferencing in L2 learning, meta-analysis can be used to provide statistical evidence of the significance of study results, which serves as a useful reference for the application of videoconferencing to current e-learning practices. Thus, systematic meta-analysis was used in this study to synthesize the findings from experimental and quasi-experimental research into the effectiveness of videoconferencing for L2 learning. Videoconferencing approaches led to positive, medium overall effects in control/experimental group comparisons (g = 0.35, p < 0.5) on the L2 language development of listening and speaking abilities. However, this conclusion is based on five studies and, thus, needs to be treated cautiously. The implications of the findings and suggestions for future studies are discussed.

Human, Technologies and Quality of Education, 2023

“…These features are embedded in many VC tools and can also be supported by other external online tools and platforms including YouTube videos, podcasts, Google Docs, Voice thread, Wordwall activities, LearningApps activities, wikis, online websites, and social media, etc. (Asoodar et al, 2016;Yu, 2022). Another benefit is the ability to switch off the camera during speaking activities, which can improve student motivation and confidence (Lee, 2021).…”

Students' Willingness to Communicate in the Online Synchronous One-on-One Foreign Language Classroom

“…It is also worth noticing that CMC, as mentioned earlier, is not a simple uniform construct, but rather a broad theme involving various intricacies, such as different forms (synchronous and asynchronous) and modes (text-based, audio-based, and video-based) (Yu, 2022). This within-group heterogeneity has received increasing attention in more recent studies, with fewer and fewer researchers employing the broad term "CMC" and instead opting for specific terms like "SCMC" or "ACMC."…”

EFL university students’ perceptions about cross-cultural presentations via videoconferencing

“…It also enables learners to reach audiences beyond their classmates and teachers and expand their learning environment. Interactive, communicative tasks can be conducted via videoconferencing for language learners to use a wide variety of communicative strategies and sharpen their language abilities ( Cirit-Işıklıgil et al, 2023 ), whose effectiveness has been demonstrated in recent review studies ( Ibrahim and Hashim, 2021 ; Yu, 2022 ).…”