ERIC Number: EJ846299
Record Type: Journal
Publication Date: 2005-Nov
Abstractor: As Provided
Reference Count: 0
What Do Meta-Analyses Tell Us about CALL Effectiveness?
ReCALL, v17 n2 p269-288 Nov 2005
A great deal of research has been carried out over the past two decades related to the effectiveness of computer-assisted teaching and learning. This large body of work, however, has not produced unequivocal findings, especially in the area of CALL. Our study takes a systematic look at what dedicated meta-research since 1991 might have contributed to this controversial field. Data was gathered from several hundred studies including ca 20,000 subjects. The paper highlights the benefits and limitations associated with this type of research, synthesizes findings and recommends models and strategies for future research in the context of an agreed research agenda. Our synthesis suggests consistent positive findings related to L1 spelling, writing and reading. While there is some support for this related to CALL per se, much work needs to be done before we might reach the levels of confidence enjoyed by some of the findings reported here.
Descriptors: Computer Assisted Instruction, Meta Analysis, Second Language Learning, Second Language Instruction, Instructional Effectiveness, Teaching Methods, Educational Research, Models, Spelling, Reading Processes, Writing (Composition)
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: email@example.com; Web site: http://journals.cambridge.org/action/displayJournal?jid=REC
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A