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technology-enhanced language learning with null and negative results since 2000: A systematic review based on the activity theory

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EDUCATION AND INFORMATION TECHNOLOGIES 2024年第4期29卷 5017-5077页

作者： Zhang, Ruofei Zou, Di Cheng, Gary Educ Univ Hong Kong Dept Math & Informat Technol Hong Kong Peoples R China Lingnan Univ Ctr English & Addit Languages Hong Kong Peoples R China

Research on technology-enhanced language learning (TELL) has been rapidly growing since 2000, of which the attention is mostly on the statistically significant positive results. However, learning from TELL with null and negative results (NNR), especially its features and reasons, can develop knowledge and awareness of the nature and limitations of TELL and guide its future implementation and investigation. Hence, this study aims to explore TELL with NNR from the perspectives of features and reasons for NNR by systematically reviewing relevant studies. Forty-nine Web of Science and Scopus-indexed articles were screened based on predefined criteria and analysed step-by-step following the PRISMA framework. The findings revealed features of TELL studies with NNR concerning the seven factors of the activity theory: Outcomes, Targets, Learners, Technologies, Teacher and student engagement, Conditions, and learning theories/Pedagogical models. We also identified reasons for NNR associated with the seven factors. Based on bottom-up analyses of the results, we constructed a 17-item checklist for analysing TELL studies with NNR from the perspectives of Conceptual framework, Artefacts, Design, Participants, Procedures and Evaluation. An example of analysing TELL studies with NNR was provided to illustrate the use of the proposed checklist. Future directions concern technology-enhanced grammar learning, technology with inclusive results, and the influence of sample sizes on TELL study results.

关键词： Activity theory language education Systematic review technology-enhanced language learning

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Online presence and technology-enhanced language learning experience: a multivariate relationship of learning aspiration, perceived authenticity and learning engagement

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ETR&D-EDUCATIONAL technology RESEARCH AND DEVELOPMENT 2024年第2期73卷 1179-1203页

作者： Pan, Xiaoquan Lin, Ling Zhejiang Normal Univ Xingzhi Coll 688 Yingbin Rd Jinhua Zhejiang Peoples R China

In the wake of network technology and with the flourishing development of online learning, online presence is beginning to be conceptualized as a pivotal determinant affecting students' cognitive and learning behaviors in the online landscapes. However, how online presence influences students' technology-enhanced language learning experience through a multivariate relationship is critical to developing multidimensional approaches to understand students' online learning beyond the classroom. This study surveyed 330 undergraduate students of college English course in a comprehensive research university in Eastern China concerning online presence, learning aspiration, perceived authenticity and learning engagement which are associated with their technology-enhanced language learning experience. Structural equation modeling analyses of the survey responses indicated the significant association between online presence, learning aspiration, perceived authenticity and learning engagement. Specifically, research results supported the major hypothesis of online presence's influence on learning aspiration and learning engagement, and this effect was found to be mediated by perceived authenticity and learning engagement. In addition, this study found that perceived authenticity significantly influenced learning engagement, and that learning engagement significantly influenced learning aspiration as well. This research extended our understanding of the main effects of online presence and would help inform teacher educators and network administrators for curriculum and technological development purposes.

关键词： Online presence technology-enhanced language learning learning aspiration Perceived authenticity learning engagement College English

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A meta-analysis of the relative effectiveness of technology-enhanced language learning on ESL/EFL writing performance: retrospect and prospect

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COMPUTER ASSISTED language learning 2024年第7期37卷 1771-1805页

作者： Seyyedrezaei, Masumeh Sadat Amiryousefi, Mohammad Gimeno-Sanz, Ana Tavakoli, Mansoor Univ Isfahan Fac Foreign Languages Dept English Esfahan Iran Univ Politecn Valencia UPV Dept Appl Linguist Valencia Spain

In recent years, there has been an upsurge of interest in the use of computer technologies for L2 writing instruction. Many researchers have empirically investigated the effects of the applications of educational technologies on language learners' writing performance and have highlighted the effectiveness of the use of educational technology in writing classes (Howell et al., 2021;Lan et al., 2019;Rahimi & Fathi, 2021). The aim of the present meta-analysis was threefold: (1) to examine the overall effectiveness of the applications of educational technology on English as a Second/Foreign language (EFL/ ESL) writing performance, (2) to investigate the substantive factors leading to between-study variation, and (3) to provide a genre-specific technology analysis. Sixty-four studies meeting the inclusion criteria were synthesized in this review. The results revealed that the applications of technology produce a large positive effect (g =1.00) on EFL/ESL learners' writing performance. Moderator analyses, which were conducted with some study features, also led to the identification of two statistically significant moderator variables, i.e., genre of writing and type of technology. The results of meta-regression showed that there is a significant relationship between type of technology, genre of writing, and the overall effect size of the applications of educational technology. Pedagogical implications are discussed, and the future prospects for the use of technology-enhanced language learning (TELL) in the area of ESL/EFL writing instruction are presented.

关键词： technology-enhanced language learning writing performance meta-analysis

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technology-enhanced language learning in English language education: Performance analysis, core publications, and emerging trends

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Cogent Education 2024年第1期11卷

作者： Hasumi, Toshiyuki Chiu, Mei-Shiu International College Ming Chuan University Taipei Taiwan Department of Education National Chengchi University Taipei Taiwan

As technology use has become the norm in education, this bibliometric analysis of technology-enhanced language learning (TELL) aims to reveal its current state-of-the-art and emerging trends. Analysis of 1,816 publications (1,745 articles and 71 reviews) from Web of Science demonstrated growing interests in the field and core publications in the field. Bibliographic coupling identified eight research fronts, with a particular emphasis on the established flipped learning (FL) pedagogy and expanding influence of mobile assisted language learning (MALL) and digital game-based learning (DGBL). These approaches are at the forefront in shaping English language skill acquisition, especially in writing, with the rise of technology multimodality and informal digital learning as nascent yet significant areas for future research. Anchored in the bioecological model, the research highlights the integral role of student outcomes across various competencies influenced by systemic factors. The study stresses the necessity for education stakeholders to blend technology with pedagogical strategies, a need further accentuated by the COVID-19 pandemic. The study’s major contribution lies in its comprehensive synthesis of TELL’s current landscape and for both future research and education endeavours in the field of English TELL. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

关键词： Andreja Istenic, Senior Editor, Faculty of Education, University of Primorska, Slovenia bibliometrics Bilingualism/ESL computer-assisted language learning Education Policy & Politics English instruction English language learners Information & Communication technology (ICT) Open & Distance Education and elearning technology technology uses in education technology-enhanced language learning

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Systematic Evaluation of Research Progress on technology-enhanced language learning: Content Analysis and Knowledge Mapping 6th

Systematic Evaluation of Research Progress on Technology-Enh...

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6th Annual International Symposium on Emerging Technologies for Education (SETE)

作者： Chen, Xieling Zou, Di Xie, Haoran Cheng, Gary Educ Univ Hong Kong Dept Math & Informat Technol Hong Kong Peoples R China Educ Univ Hong Kong Dept English Language Educ Hong Kong Peoples R China Lingnan Univ Dept Comp & Decis Sci Hong Kong Peoples R China

ISBN: (纸本)9783030928360;9783030928353

Owing to the recent advances in information and communications technologies, technology-enhanced language learning (TELL) research has resulted in diverse theories and empirical evidence, showing the complex and dynamic nature of TELL. The retrospective amount of TELL research literature is ever-growing, making it difficult to produce a comprehensive overview. However, knowledge mapping and clustering technologies are capable of visualizing and structuring research literature on a large scale. Therefore, based on 1,295 SCI/SSCI peer-reviewed TELL research articles from 1995 to 2019, we aim to systematically investigate and map the TELL literature to generate implications and insights into future research. Results identify recent major TELL research issues like technology-assisted vocabulary/word learning, computer-facilitated communication, language learning driven by applying computers, virtual reality, mobiles, and digital games, as well as a focus on learners and the use of experimental design. Additionally, scholars are advised to pay attention to issues like robots-assisted language learning, multimodal strategies for language learning, synchronous technologies for language learning, anxiety towards TELL, and artificial intelligence in TELL.

关键词： technology-enhanced language learning Content analysis Knowledge mapping Bibliometric analysis

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Impacts of flipped classrooms on learner attitudes towards technology-enhanced language learning

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COMPUTER ASSISTED language learning 2020年第3期33卷 240-274页

作者： Webb, Marie Doman, Evelyn Indiana Univ Penn Dept English 1011 South Dr Indiana PA 15701 USA UC Santa Barbara English Multilingual Students Santa Barbara CA USA Univ Guam Sch Educ Mangilao GU 96923 USA

This study investigates self-reported attitudes about technology-enhanced language learning in the flipped classroom across borders in three tertiary-level contexts. As a method to address students' needs for twenty-first century education, the flipped classroom pedagogical approach was chosen to explore student attitudes towards technology for language learning in credit-bearing language courses in USA and Macau and non-credit-bearing courses in Colombia. This study implemented an experimental design with a mixed methods approach for data collection. Data was collected from a technology survey, focus group sessions, and reflective essays. Before each class, students in the experimental groups in all three countries previewed lessons and engaged in activities through online videos and screencasts in order to better prepare for in class activities. Results showed that the USA experimental group showed a statistically significant difference in all self-reported attitudes in using technology for language learning overtime. Between groups statistical analyses found flipped classrooms experienced a statistically significant different change in self-reported attitudes on instrumentality, digital literacy, and anxiety. Overall, students in the USA and Columbian contexts may have less anxiety about using technology for language learning in a flipped classroom, and the flipped classroom may positively impact students' attitudes towards technology in Columbia, Macau, and USA.

关键词： Flipped classroom learner attitudes technology-enhanced language learning computer-assisted language learning

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On Hong Kong Primary School English Teachers' Acceptance of technology-enhanced language learning and Teaching

On Hong Kong Primary School English Teachers' Acceptance of ...

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International Symposium on Educational technology (ISET)

作者： Wang, Fu Lee Zhang, Ruofei Zou, Di Au, Oliver Xie, Haoran Open Univ Hong Kong Sch Sci & Technol Hong Kong Peoples R China Educ Univ Hong Kong Dept English Language Educ Hong Kong Peoples R China Educ Univ Hong Kong Dept Math & Informat Technol Hong Kong Peoples R China

ISBN: (纸本)9781728133874

During the past five years, the development of various technologies and the maturing of related education industries have never ceased, and the Hong Kong government continually invests into the comprehensive establishment of technology-enhanced education systems, especially those for English education. Here we then meet the point where the efforts of the past five years call for a panoramic view and an in-depth analysis of people's attitudes toward technology-enhanced language learning. This study investigated a total of 56 in-service English teachers' acceptance of technology-enhanced language learning and teaching. These teachers were from 56 different primary schools in Hong Kong. The results presented an overview of the current situation of e-learning in Hong Kong English education, showing insights into the future TELL design and development of related programs.

关键词： technology-enhanced language learning technology acceptance primary school pedagogy

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Examining The Potential Of technology-enhanced language learning And Teaching In English For Academic Purposes: Learner Voices

Examining The Potential Of Technology-Enhanced Language Lear...

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作者： Farhana Ahmed York University

学位级别：博士

The growth of post-secondary English for Academic purposes (EAP) programs along with researchers awareness and interest in leveraging technological tools in support of student-centered learning (Prensky, 2012) fueled this research. This study examines learners beliefs towards technology use in a Canadian EAP university program. Using a multi-phased, grounded-theoretical exploratory case study approach, the research uses complementary data sources including two online surveys conducted at the beginning and at the end of the program, class observations, individual students digital diaries, stimulated recall interviews, and focus group interviews. The study examines 16 student participants beliefs toward technology use and the factors that influence and constrain students use of technology. The research was informed by a constructivist view of language learning and explores EAP students interactions with technological tools to gauge their beliefs towards tech use in learning English. Furthermore, Bensons (2011) learner autonomy framework was used to investigate the development of learner autonomy. This framework is believed to provide an additional research lens in understanding EAP students interaction with technology, impacting their evolved belief systems. Comparisons between the surveys show that overall students beliefs toward technology use became more positive from the beginning to the end of the course when students became more competent with increased technology exposure and use. Students realized the benefits of using technological tools and adopted some 21st century skills in learning English (Dede, 2010). A heightened critical awareness among students towards tech use and some emerging individual language learning behaviors were reported in their digital diary posts and stimulated recall interviews. This specific finding transpired as one of the pedagogical factors- participating in the research study. Data from embedded case studies revealed contextual and

关键词： Teacher education TELL CALL EAP Potentials of CALL Learner Beliefs Learner Perspectives Learner Voices EAP Learner Beliefs Learner experience in TELL Learner Practices in TELL Blended learning Learner Beliefs towards Educational technology technology-enhanced language learning Computer Assisted language learning English for Academic Purposes

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Effects of technology-enhanced language learning on Second language Acquisition: A Meta-Analysis

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EDUCATIONAL technology & SOCIETY 2019年第4期22卷 1-17页

作者： Chang, Mei-Mei Hung, Hsiu-Ting Natl Pingtung Univ Sci & Technol Dept Modern Languages Neipu Taiwan Natl Kaohsiung Univ Sci & Technol Dept English Kaohsiung Taiwan

A meta-analysis was conducted in this study to synthesize research on technology-enhanced language learning published from 1990 to 2015. The purpose of this meta-analytic review was twofold, namely to investigate the effectiveness of improving students' second language acquisition with the assistance of technology, and to identify variables that might moderate the effectiveness. Relevant empirical studies reported in journal articles, conference proceedings, theses, and dissertations were screened for their eligibility, and 84 were included as the primary studies for this meta-analytic review, comprising a combined total of 6,296 participants. The results revealed a large mean effect size of 0.993 for the primary studies, suggesting that technology interventions exert a remarkable positive effect on students' learning of a second or foreign language. The results further indicated that technology interventions might generate greater impacts than non-technology integrated instruction, particularly when involving small samples of participants recruited from higher education, with the instruction being delivered via general-purpose applications on mobile phones. These findings provide concrete evidence in favor of technology use and offer practical implications for guiding future practice.

关键词： Meta-analysis Second language acquisition technology use technology-enhanced language learning

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technology-enhanced content and language integrated learning: A systematic review of empirical studies

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EDUCATIONAL RESEARCH REVIEW 2025年 47卷

作者： Hu, Dongpin Chen, Juanjuan Li, Yan Wang, Minhong Educ Univ Hong Kong Fac Educ & Human Dev Hong Kong Peoples R China Zhejiang Univ Coll Educ Hangzhou Peoples R China Univ Hong Kong Fac Educ Hong Kong Peoples R China

Content and language integrated learning (CLIL), i.e., learning subject content in a non-native language, has been widely promoted as an innovative way of teaching English as a foreign language. More recently, technology is integrated in CLIL programs. In view of the growing number of studies on technology-enhanced CLIL (TECLIL) and the limitations of previous reviews in this field, this paper presents a systematic review of empirical studies on TECLIL. Based on the findings from 20 articles published in Social Science Citation Index (SSCI) journals (2014-2023), this review summarizes the key characteristics of the empirical studies on TECLIL, the types of technology applied in TECLIL programs, the learning outcomes reported in TECLIL studies, and exemplary cases demonstrating the design and implementation of TECLIL in practice. Seven types of technology applied in TECLIL programs are identified. Telecollaboration tools are the most frequently used, followed by online learning platforms, multimedia, virtual learning environments, social network applications, language tools, and intelligent conversation tools. The language skills explored in TECLIL programs focus on productive skills (e.g., speaking and writing) rather than receptive skills (e.g., listening and reading). Cognitive learning outcomes in terms of subject knowledge and language skills are commonly assessed in TECLIL studies, with less attention to affective outcomes. Overall, the use of technology has yielded a small effect (effect size = 0.29) on content knowledge acquisition, but no substantial effect (effect size = 0.16) on language achievement. Although there is a growing body of research on TECLIL, more empirical studies are needed to determine effective design of TECLIL programs and the effects of TECLIL on both cognitive and affective outcomes.

关键词： technology-enhanced language learning Content and language integrated learning Content-based instruction Systematic review

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