The effects of technology-integrated classroom instruction on K-12 English language learners’ literacy development: a meta-analysis

Lee, Sungyoon; Kuo, Li-Jen; Xu, Zhihong; Hu, Xueyan

doi:10.1080/09588221.2020.1774612

Cited by 29 publications

(16 citation statements)

References 78 publications

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“…Therefore, technology self-efficacy might not be a major predictor of students' perceptions and behavioral intention when every student has received training and developed technological competence. More empirical research may be needed to reconsider the role of self-efficacy in the current information era when students are considered digital natives (Lee et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Understanding secondary students’ continuance intention to adopt AI-powered intelligent tutoring system for English learning

Cheung

2022

Educ Inf Technol

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Previous studies have demonstrated the effectiveness of intelligent tutoring systems (ITS) in facilitating English learning. However, no empirical research has been conducted on secondary students’ intention to use ITSs in the language domain. This study proposes an extended technology acceptance model (TAM) to predict secondary students’ continuance intention to use and actual use of ITSs for English learning. The model included fifteen hypotheses that were tested with 528 senior secondary students in China. The results of structural equation modeling showed that (1) perceived usefulness and price value had direct positive impacts on continuance intention; (2) perceived ease of use was not directly associated with students’ intention but indirectly influenced intention via perceived usefulness; (3) through the mediation of perceptions, learning goal orientation and facilitating conditions were positively associated with continuance intention; (4) perceived enjoyment positively predicted and anxiety negatively predicted students’ intention to use ITSs; and (5) students’ continuance intention to use ITSs was significantly positively associated with their actual use of ITSs for English learning. The model showed strong explanatory power and might be implemented in future research. This study contributes to the theory and practice of ITSs in K-12 education.

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Section: Discussionmentioning

confidence: 99%

Understanding secondary students’ continuance intention to adopt AI-powered intelligent tutoring system for English learning

Cheung

2022

Educ Inf Technol

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“…Another case study suggested that the application of flipped classroom in learning benefits the educational field by anticipating the teaching and learning process with success (Sanchez et al, 2019). Next study, identified the effectiveness of technology integrated literacy instruction in a K-12 ELL learning classroom resulted that technology provided a medium positive effect compared to traditional method on the students results (Lee, 2020). Last study, aimed to determine the effectiveness of innovating technology among remote area school students during the pandemic.…”

Section: Tablementioning

confidence: 99%

The Effectiveness of the Use of Technology in a Primary ESL Classroom: A Systematic Literature Review

Ponnaiah¹,

Aziz²

2022

IJARPED

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This paper presents a systematic literature review of relevant past studies that are related to the effectiveness of the use of technology in a primary ESL classroom. The studies analysed are from 2014 to 2020 with a total number of sixteen past studies. The focus of this paper is to learn the effectiveness of the use of technology in primary ESL classrooms. This paper also includes sub-focused aims which are the types and methods of technology that can be implemented in an ESL classroom and the challenges encountered before, during or after the implementation. Through the analysed articles many relevant information were gathered for this study. The study mostly resulted the engagement and motivation attained by the learners while using technology as a learning tool in an ESL classroom.

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“…In response to the trend of technological integration in teaching and learning, a growing universal agreement has been reached on confirming educational technology as a practical solution to assist elementary and secondary school readers to succeed (Patel et al, 2018 ; Lee et al, 2020 ). For example, previous meta-analyses on the role of technology in reading have achieved unanimity, demonstrating that educational technology positively influenced K-12 students' reading accomplishment (Liao et al, 2007 ; Cheung and Slavin, 2012 ; Sung et al, 2015 ; Baye et al, 2019 ; Neitzel et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

Effects of educational technology on reading achievement for Chinese K-12 English second language learners: A meta-analysis

Cheung

Shi

2022

Front. Psychol.

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No systematic published research has reviewed the impact of educational technology on English reading outcomes targeting the Chinese-speaking population. Therefore, this review intended to examine the impact of educational technology and its alternative types on reading achievement for Chinese English second language learners (ESLs) to understand how to best use technology applications to facilitate reading instruction. A total of 35 qualified studies were included in our analysis covering a sample size of 7,989 Chinese K-12 participants. Consistent with previous meta-analyses, our findings indicated a modest positive impact of educational technology on reading outcomes compared with the traditional teaching method (d = +0.37). For the five types of intervention identified in this review, we found that the comprehensive model had the largest impact (d = +0.60), followed by social media tools (d = +0.46), integrated online-learning system (d = +0.31), and multimedia-transmission model (d = +0.27). However, supplementary activities did not generate educationally meaningful effects on reading outcomes for Chinese ESLs (d = +0.05). The impacts of different moderators, implications, and limitations were also discussed. We argue for further integrating technology with the existing curriculum and pedagogy. The study adds to the second language (L2) reading literature corpus.

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The effects of technology-integrated classroom instruction on K-12 English language learners’ literacy development: a meta-analysis

Cited by 29 publications

References 78 publications

Understanding secondary students’ continuance intention to adopt AI-powered intelligent tutoring system for English learning

Understanding secondary students’ continuance intention to adopt AI-powered intelligent tutoring system for English learning

The Effectiveness of the Use of Technology in a Primary ESL Classroom: A Systematic Literature Review

Effects of educational technology on reading achievement for Chinese K-12 English second language learners: A meta-analysis

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