Looking for a Needle in a Haystack: CALL and Advanced Language Proficiency

Autor/inn/en	Burtson, Jack; Arispe, Kelly
Titel	Looking for a Needle in a Haystack: CALL and Advanced Language Proficiency
Quelle	In: CALICO Journal, 35 (2018) 1, S.77-102 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-9017
DOI	10.1558/cj.31594
Schlagwörter	Meta Analysis; Computer Assisted Instruction; Second Language Learning; Second Language Instruction; Educational Technology; Outcomes of Education; Language Proficiency; Difficulty Level; Periodicals; Teaching Methods; Educational History; Evaluation Criteria; Guidelines; Educational Research; Language Skills; Literature Reviews + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Computer based training; Computerunterstützter Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Unterrichtsmedien; Lernleistung; Schulerfolg; Language skill; Language skills; Sprachkompetenz; Schwierigkeitsgrad; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Teaching method; Lehrmethode; Unterrichtsmethode; History of education; Bildungsgeschichte; Richtlinien; Bildungsforschung; Pädagogische Forschung
Abstract	The goal of this meta-analysis is to evaluate how instructional technology has impacted advanced second language (AL2) development. Although numerous metaanalyses have been conducted within the CALL literature over the past two decades, they primarily focus upon learning outcomes and related effect sizes. None focus on advanced learning per se. Where AL2 is even mentioned, which is only rarely, little or no attention is paid to critical research parameters within the studies that are analyzed. Most notably, in summarizing learning outcomes, the linguistic competence of learners claimed to be at advanced level is simply taken at face value. So, too, no consideration is given to the difficulty level of tasks undertaken by students or their appropriateness to students' claimed proficiency. It is the intent of this general overview of the contribution of CALL to AL2 to address these issues through a comprehensive analysis of the publications in four prominent CALL journals (CALICO, CALL, Language Learning & Technology, and ReCALL) over some 30 years. In so doing, the Performance Descriptors (PD) and NCSSFL-Can-Do Statements (CDS) of the American Council on the Teaching of Foreign Languages (ACTFL) are adopted as external criteria for establishing student competence level, task difficulty, and appropriateness. This study concludes that not only are CALL AL2 studies extremely limited in number and focus, but also that they suffer from serious design flaws that call into question a great portion of the claims made regarding the contribution of instructional technology to the furthering of advanced-level foreign language competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01