scholarly journals A systematic review of CALL in English as a second language: Focus on primary and secondary education

2011 ◽  
Vol 45 (1) ◽  
pp. 1-43 ◽  
Author(s):  
Ernesto Macaro ◽  
Zöe Handley ◽  
Catherine Walter
Keyword(s):  
Systematic Review ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Research Effort ◽  
Future Research ◽  
Policy Makers ◽  
Use Of Technology ◽  
Beneficial Impact ◽  
Technological Developments

After explaining why consideration of the use of technology in second language (L2) teaching in the primary and secondary sectors is necessary, this systematic review presents a keyword map of 117 studies of technology in L2 learning since 1990. It reveals that research effort in these educational sectors has increased in line with technological developments and there have been important differences between the primary and secondary sectors in the adoption of applications. There then follows an in-depth review of 47 post-2000 studies investigating the efficacy of technology in the teaching of L2 English. It asks what technology has been used and why, what evidence there is that technology facilitates language learning, and what other insights can be drawn from the research in this field. The evidence that technology has a direct beneficial impact on linguistic outcomes is slight and inconclusive, but it may impact indirectly and positively on learner attitudes and behaviours and may promote collaboration. On the whole, the research reviewed lacked the quality that would reassure practitioners and policy-makers that technological investment is warranted. We argue that future research needs to provide a tighter link between technological applications, Second Language Acquisition (SLA) theory, and learning outcomes.

scholarly journals The effects of interlingual and intralingual subtitles on second language learning/acquisition: a state-of-the-art review

2015 ◽  
Vol 54 (1) ◽  
pp. 161-182 ◽  
Author(s):  
Rafael Matielo ◽  
Raquel Carolina Souza Ferraz D'Ely ◽  
Luciane Baretta
Keyword(s):  
Systematic Review ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
State Of The Art ◽  
Relevant Literature ◽  
Future Research ◽  
Disciplinary Field ◽  
Experimental Use

The disciplinary field of Second Language Acquisition (SLA) has witnessed an increasing interest in the investigation of the effects of subtitled and captioned audiovisual materials on domains of language learning/acquisition. In this context, this paper seeks to provide a systematic review of recent studies related to language learning aspects aided by the instructional/experimental use of subtitled and captioned materials. The present paper draws on relevant literature in the field of SLA that interfaces with subtitling/captioning, while outlining their goals and main findings. This paper also aims to unveil which dimensions have merited scholar attention the most in the last two decades. Finally, some considerations are made regarding possible avenues for future research, taking into account the existing literature and underinvestigated issues.

scholarly journals The Role of Digital Technology in English Language Teaching in Azerbaijan

2019 ◽  
Vol 9 (2) ◽  
pp. 364 ◽  
Author(s):  
Milana Abbasova ◽  
Narmin Mammadova
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Digital Media ◽  
Digital Technology ◽  
Qualitative Methodology ◽  
English Language ◽  
Language Teaching ◽  
Future Research ◽  
Use Of Technology

The current study uses qualitative methodology to explore the role that digital technology plays in both second language acquisition and teaching. In-depth interviews were conducted with 6 teachers aged between 23 and 55 who are currently employed by Khazar University, Azerbaijan. Teachers indicate that the use of technology has an important impact on student’s second language learning. Although some of the teachers displayed negative effects of modern technologies on getting students’ attention, positive feedback is more available. Teachers demonstrated how the use of technology in teaching and learning supports students’ engagement in education. Overall, this study provides a reader with a general understanding of both students and teachers’ involvement in digital media as well as the effectiveness of second language teaching with technologies at higher educational institutions of Azerbaijan. Future research in the same area of study is needed to compare both teachers’ and students’ perceptions separately in broader sample and identify the key factors that affect teacher’s decision to choose rather traditional methods.

Vocabulary CALL for Young ESL/EFL Learners

2019 ◽  
pp. 1988-2014
Author(s):  
Zöe Handley
Keyword(s):  
Systematic Review ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Mobile Devices ◽  
Vocabulary Learning ◽  
Evidence Base ◽  
Efl Learners ◽  
Use Of Technology ◽  
Beneficial Impact

This chapter presents a systematic review of empirical research on vocabulary CALL for primary and secondary learners of English as a foreign or second language published between 2004 and 2013. Twenty-two studies were identified, the majority of which focused on the use of multimedia to communicate the meaning of lexical items and mobile devices to provide “anytime anywhere” vocabulary training, and found a beneficial impact of the use of technology on vocabulary learning. However, while some of the studies provided a theoretically grounded rationale for their choice of technology, the design of some of the studies was found to limit their usefulness in terms of furthering our understanding of Second Language Acquisition (SLA) and building up an evidence base to inform the design of future vocabulary CALL. The chapter concludes by highlighting examples of studies that were found to contribute to furthering our understanding of CALL and SLA.

Vocabulary CALL for Young ESL/EFL Learners

2014 ◽  
pp. 299-325 ◽  
Author(s):  
Zöe Handley
Keyword(s):  
Systematic Review ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Mobile Devices ◽  
Vocabulary Learning ◽  
Evidence Base ◽  
Efl Learners ◽  
Use Of Technology ◽  
Beneficial Impact

This chapter presents a systematic review of empirical research on vocabulary CALL for primary and secondary learners of English as a foreign or second language published between 2004 and 2013. Twenty-two studies were identified, the majority of which focused on the use of multimedia to communicate the meaning of lexical items and mobile devices to provide “anytime anywhere” vocabulary training, and found a beneficial impact of the use of technology on vocabulary learning. However, while some of the studies provided a theoretically grounded rationale for their choice of technology, the design of some of the studies was found to limit their usefulness in terms of furthering our understanding of Second Language Acquisition (SLA) and building up an evidence base to inform the design of future vocabulary CALL. The chapter concludes by highlighting examples of studies that were found to contribute to furthering our understanding of CALL and SLA.

A Systematic Review of Video Games for Second Language Acquisition

2022 ◽  
pp. 1345-1371
Author(s):  
Juan Li
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Video Games ◽  
Language Learning ◽  
Language Instruction ◽  
Future Research ◽  
Second Language Education ◽  
Role Playing Games ◽  
Systematic Understanding

This study overviews contemporary studies on the use of video games for second language acquisition within the past ten years spanning the development of computer-assisted language learning (CALL) and its connections to SLA, definitions of video games, empirical studies on the facilitative roles played by video games for second language (L2) learning and utilizing massively multiplayer online role-playing games (MMORPGs) for language learning. The purpose of this chapter is to help the readers obtain a systematic understanding of the development and application of video games in second language education. Findings of this study suggests that players are able to acquire L2 knowledge while playing video games. It also suggests that future research should focus more on the actual integration of video games into language instruction.

scholarly journals The motivational dimension of language teaching

2017 ◽  
Vol 50 (3) ◽  
pp. 301-346 ◽  
Author(s):  
Martin Lamb
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Teaching ◽  
Research Effort ◽  
Language Education ◽  
Future Research ◽  
Pedagogical Innovation ◽  
Learner Motivation ◽  
Enhanced Mobility ◽  
Vital Component

Motivation is recognized as a vital component in successful second language learning, and has been the subject of intensive research in recent decades. This review focuses on a growing branch of this research effort, that which examines the motivational effects of language teaching. This is pertinent because, despite enhanced mobility and expanding access to foreign languages online, most learners’ early encounters with the second language (L2) still take place in classrooms, and these encounters may shape attitudes and determine students’ willingness to invest further in the L2. Four main types of research are reviewed: first, that which deliberately seeks to identify and evaluate strategies to motivate L2 learners; second, that which has tested the validity of psychological theories of motivation by applying their precepts in L2 classrooms; third, that which assesses the motivational effects of a pedagogical innovation or intervention; fourth, research on what has been too often the unintended outcome of language education, namely learner demotivation. The review highlights the complexity of the relationship between teaching and learner motivation but an attempt is made to articulate some emerging verities and to point towards the most promising avenues for future research.

scholarly journals Systematic Review of Research in Second Language Acquisition: A Snapshot of the Past Ten Years (2009 – September 2019)

2019 ◽  
Author(s):  
Amirreza Karami
Keyword(s):  
Systematic Review ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Teaching ◽  
Research Trends ◽  
Future Research ◽  
Modern Language ◽  
The Past ◽  
Modern Language Journal

The purpose of this systematic review is to provide second language acquisition (SLA) researchers with an overview of research trends in this field in the last ten years (2009-2019). In doing so, three international peer-reviewed journals, Studies in Second Language Acquisition, Language Teaching Research, and The Modern Language Journal, were selected. 150 articles were systematically selected and analyzed. The analysis of data resulted in identifying six descriptive themes. Results showed that some areas of second language acquisition still need further exploration while some areas are of great interest for researchers. Some suggestions for future research as well as implications of the study were discussed in detail.

A Systematic Review of Video Games for Second Language Acquisition

2020 ◽  
pp. 472-499 ◽  
Author(s):  
Juan Li
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Video Games ◽  
Language Learning ◽  
Language Instruction ◽  
Future Research ◽  
Second Language Education ◽  
Role Playing Games ◽  
Systematic Understanding

This study overviews contemporary studies on the use of video games for second language acquisition within the past ten years spanning the development of computer-assisted language learning (CALL) and its connections to SLA, definitions of video games, empirical studies on the facilitative roles played by video games for second language (L2) learning and utilizing massively multiplayer online role-playing games (MMORPGs) for language learning. The purpose of this chapter is to help the readers obtain a systematic understanding of the development and application of video games in second language education. Findings of this study suggests that players are able to acquire L2 knowledge while playing video games. It also suggests that future research should focus more on the actual integration of video games into language instruction.

Interaction

2021 ◽  
Author(s):  
Jennifer Behney ◽  
Susan Gass
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Corrective Feedback ◽  
Future Research ◽  
Conversational Interaction ◽  
Second Languages ◽  
Negotiation For Meaning ◽  
Interactionist Approach

This Element in the Cambridge Elements in Second Language Acquisition series examines the role of interaction in Second Language Acquisition research, with a focus on the cognitive interactionist approach. The Element describes the major branches of the field, considering the importance of conversational interaction in both the cognitive interactionist framework as well as in sociocultural approaches to second language learning. The authors discuss the key concepts of the framework, including input, negotiation for meaning, corrective feedback, and output. The key readings in the field and the emphases of current and future research are explained. Finally, the authors describe the pedagogical implications that the cognitive interactionist approach has had on the teaching of second languages.

scholarly journals Musical Competence and Second Language Learning

2021 ◽  
pp. 149-164
Author(s):  
Liudmila Konyakhina ◽  
◽  
Andrey Ivanov ◽  
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Speech Processing ◽  
Second Language Learning ◽  
Future Research ◽  
Brain Potentials ◽  
Music And Language ◽  
Positron Emission ◽  
The Relationship

In recent years, we have witnessed a renewal of interest in the language — music relationship due to the development of cognitive science and the advent of brain imaging methods, such as positron emission tomography, functional magnetic resonance imaging, magnetoencephalography, electroencephalography, and event-related brain potentials, which has led to a number of major discoveries. The relationship between music and language has been examined from many different perspectives. Taken together, these findings indicate that musical competence positively influences some aspects of speech processing, from auditory perception to speech production and may benefit second language acquisition. In this review, we focus on the main results of the current research, discuss several interpretations that may account for the influence of musical competence on speech processing in native and foreign languages, and propose new directions for future research.

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