Technology-Assisted Vocabulary Learning for EFL Learners: A Meta-Analysis

Autor/inn/en	Hao, Tao; Wang, Zhe; Ardasheva, Yuliya
Titel	Technology-Assisted Vocabulary Learning for EFL Learners: A Meta-Analysis
Quelle	In: Journal of Research on Educational Effectiveness, 14 (2021) 3, S.645-667 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Zhe) ORCID (Ardasheva, Yuliya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2021.1917028
Schlagwörter	Vocabulary Development; Second Language Learning; Second Language Instruction; English (Second Language); Telecommunications; Handheld Devices; Meta Analysis; Preschool Education; Elementary Secondary Education; College Students; Learning Processes; Retention (Psychology); Teaching Methods; Comparative Analysis; Technology Uses in Education; Test Format; Computer Games; Reliability; Effect Size; Instructional Effectiveness; Computer Assisted Instruction; Age Differences; Language Proficiency + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Telekommunikationstechnik; Meta-analysis; Metaanalyse; Pre-school education; Vorschulerziehung; Collegestudent; Learning process; Lernprozess; Merkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Testentwicklung; Computer game; Computerspiel; Computerspiele; Reliabilität; Unterrichtserfolg; Computer based training; Computerunterstützter Unterricht; Age; Difference; Age difference; Altersunterschied; Language skill; Language skills; Sprachkompetenz
Abstract	This meta-analysis reviewed research between 2012 and 2018 focused on technology-assisted second language (L2) vocabulary learning for English as a foreign language (EFL) learner. A total of 45 studies of 2,374 preschool-to-college EFL students contributed effect sizes to this meta-analysis. Compared with traditional instructional methods, the overall effect of technology-assisted L2 vocabulary learning was large (g = 0.845), suggesting that technology-assisted L2 vocabulary learning was more beneficial than non-technology-assisted instruction. Importantly, within-study comparison results indicated that technology could enhance learners' long-term vocabulary retention. Moderator analysis results highlight several variables--namely, device type, game condition, setting, test format, and reported reliability--affecting the effectiveness of vocabulary learning. Specifically, advantages were found for mobile devices and on-the-move learning, suggesting that L2 vocabulary learning may be most efficient when students use mobile phones and are not restricted by classroom settings. These variables should be considered when planning instruction in technology-assisted L2 vocabulary learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01