The Effect of Videoconferencing on Second-Language Learning: A Meta-Analysis
To mitigate the unexpected closure of educational institutions during the COVID-19 pandemic, e-learning has become a practical alternative to conventional face-to-face instruction. Videoconferencing, a synchronous computer-mediated communication (SCMC) approach, has been adopted as a venue to contin...
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| Format: | Članak |
| Jezik: | English |
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MDPI AG
2022-05-01
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| Serija: | Behavioral Sciences |
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| Online pristup: | https://www.mdpi.com/2076-328X/12/6/169 |
| _version_ | 1827662351911878656 |
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| author | Li-Tang Yu |
| author_facet | Li-Tang Yu |
| author_sort | Li-Tang Yu |
| collection | DOAJ |
| description | To mitigate the unexpected closure of educational institutions during the COVID-19 pandemic, e-learning has become a practical alternative to conventional face-to-face instruction. Videoconferencing, a synchronous computer-mediated communication (SCMC) approach, has been adopted as a venue to continue student learning activities. However, in the field of second-language (L2) education, videoconferencing had already been integrated into learning tasks, enabling L2 learners to have more opportunities to access authentic linguistic input and participate in interactions with more proficient users or native speakers of the target languages. Research has reported the pedagogical benefits of learners’ L2 achievement that are provided by videoconferencing, whereas some studies have reached a different conclusion. To further ascertain the effectiveness of videoconferencing in L2 learning, meta-analysis can be used to provide statistical evidence of the significance of study results, which serves as a useful reference for the application of videoconferencing to current e-learning practices. Thus, systematic meta-analysis was used in this study to synthesize the findings from experimental and quasi-experimental research into the effectiveness of videoconferencing for L2 learning. Videoconferencing approaches led to positive, medium overall effects in control/experimental group comparisons (<i>g</i> = 0.35, <i>p</i> < 0.5) on the L2 language development of listening and speaking abilities. However, this conclusion is based on five studies and, thus, needs to be treated cautiously. The implications of the findings and suggestions for future studies are discussed. |
| first_indexed | 2024-03-10T00:24:51Z |
| format | Article |
| id | doaj.art-830f780b4ceb4c51a91ac52b37baa77d |
| institution | Directory Open Access Journal |
| issn | 2076-328X |
| language | English |
| last_indexed | 2024-03-10T00:24:51Z |
| publishDate | 2022-05-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj.art-830f780b4ceb4c51a91ac52b37baa77d2023-11-23T15:36:47ZengMDPI AGBehavioral Sciences2076-328X2022-05-0112616910.3390/bs12060169The Effect of Videoconferencing on Second-Language Learning: A Meta-AnalysisLi-Tang Yu0Department of English Instruction, College of Education, National Tsing Hua University, Hsinchu 300193, TaiwanTo mitigate the unexpected closure of educational institutions during the COVID-19 pandemic, e-learning has become a practical alternative to conventional face-to-face instruction. Videoconferencing, a synchronous computer-mediated communication (SCMC) approach, has been adopted as a venue to continue student learning activities. However, in the field of second-language (L2) education, videoconferencing had already been integrated into learning tasks, enabling L2 learners to have more opportunities to access authentic linguistic input and participate in interactions with more proficient users or native speakers of the target languages. Research has reported the pedagogical benefits of learners’ L2 achievement that are provided by videoconferencing, whereas some studies have reached a different conclusion. To further ascertain the effectiveness of videoconferencing in L2 learning, meta-analysis can be used to provide statistical evidence of the significance of study results, which serves as a useful reference for the application of videoconferencing to current e-learning practices. Thus, systematic meta-analysis was used in this study to synthesize the findings from experimental and quasi-experimental research into the effectiveness of videoconferencing for L2 learning. Videoconferencing approaches led to positive, medium overall effects in control/experimental group comparisons (<i>g</i> = 0.35, <i>p</i> < 0.5) on the L2 language development of listening and speaking abilities. However, this conclusion is based on five studies and, thus, needs to be treated cautiously. The implications of the findings and suggestions for future studies are discussed.https://www.mdpi.com/2076-328X/12/6/169meta-analysissynchronous computer-mediated communicationvideoconferencingsecond-language learning |
| spellingShingle | Li-Tang Yu The Effect of Videoconferencing on Second-Language Learning: A Meta-Analysis Behavioral Sciences meta-analysis synchronous computer-mediated communication videoconferencing second-language learning |
| title | The Effect of Videoconferencing on Second-Language Learning: A Meta-Analysis |
| title_full | The Effect of Videoconferencing on Second-Language Learning: A Meta-Analysis |
| title_fullStr | The Effect of Videoconferencing on Second-Language Learning: A Meta-Analysis |
| title_full_unstemmed | The Effect of Videoconferencing on Second-Language Learning: A Meta-Analysis |
| title_short | The Effect of Videoconferencing on Second-Language Learning: A Meta-Analysis |
| title_sort | effect of videoconferencing on second language learning a meta analysis |
| topic | meta-analysis synchronous computer-mediated communication videoconferencing second-language learning |
| url | https://www.mdpi.com/2076-328X/12/6/169 |
| work_keys_str_mv | AT litangyu theeffectofvideoconferencingonsecondlanguagelearningametaanalysis AT litangyu effectofvideoconferencingonsecondlanguagelearningametaanalysis |