Transparency of reporting in CALL meta-analyses between 2003 and 2015

ReCALL ◽  
2017 ◽  
Vol 30 (3) ◽  
pp. 253-277 ◽  
Author(s):  
Huifen Lin ◽  
Tsuiping Chen ◽  
Hsien-Chin Liou
Keyword(s):  
Language Learning ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Research Synthesis ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Conducting Research ◽  
Number Of Publications ◽  
Meta Analyses ◽  
Research Domain

AbstractSince its introduction by Glass in the 1970s, meta-analysis has become a widely accepted and the most preferred approach to conducting research synthesis. Overcoming the weaknesses commonly associated with traditional narrative review and vote counting, meta-analysis is a statistical method of systematically aggregating and analyzing empirical studies by following well-established procedures. The findings of a meta-analysis, when appropriately conducted, are able to inform important policy decisions and provide practical pedagogical suggestions. With the growing number of publications employing meta-analysis across a wide variety of disciplines, it has received criticism due to its inconsistent findings derived from multiple meta-analyses in the same research domain. These inconsistencies have arisen partly due to the alternatives available to meta-analysts in each major meta-analytic procedure. Researchers have therefore recommended transparent reporting on the decision-making for every essential judgment call so that the results across multiple meta-analyses become replicable, consistent, and interpretable. This research explored the degree to which meta-analyses in the computer-assisted language learning (CALL) discipline transparently reported their decisions in every critical step. To achieve this aim, we retrieved 15 eligible meta-analyses in CALL published between 2003 and 2015. Features of these meta-analyses were extracted based on a codebook modified from Cooper (2003) and Aytug, Rothstein, Zhou and Kern (2012). A transparency score of reporting was then calculated to examine the degree to which these meta-analyses are compliant with the norms of reporting as recommended in the literature. We then discuss the strengths and weaknesses of the methodologies and provide suggestions for conducting quality meta-analyses in this domain.

Meta-Analysis in Health and Risk Messaging

2017 ◽  
Author(s):  
Simon Zebregs ◽  
Gert-Jan de Bruijn
Keyword(s):  
Meta Analysis ◽  
Empirical Studies ◽  
Research Synthesis ◽  
Basic Knowledge ◽  
Inclusion Criteria ◽  
Clear Cut ◽  
Analytical Research ◽  
Meta Analyses ◽  
Quality Assessments ◽  
Selection Of

Meta-analyses are becoming increasingly popular in the field of health and risk communication—meta-analyses allow for more precise estimations of the magnitude of effects and the robustness of those effects across empirical studies in a particular domain. Despite its popularity, most scholars are not trained in the basic methods involved with meta-analyses. There are advantages to meta-analysis in comparison to other forms of research synthesis. An overview of the methods involved in conducting and reporting meta-analytical research is helpful. However, the methods involved with meta-analyses are not as clear-cut as they may first appear. Numerous issues must be considered and various arbitrary decisions are required during the process. These issues and decisions relate to various topics such as inclusion criteria, the selection of sources, quality assessments for eligible studies, and publication bias. Basic knowledge of these issues and decisions is important for interpreting the outcomes of a meta-analysis correctly.

Het kwantitatief integreren van empirische studies: de methode van meta-analyse

2006 ◽  
Vol 19 (3) ◽  
Author(s):  
Marise Ph. Born ◽  
Stefan T. Mol
Keyword(s):  
Meta Analysis ◽  
Research Question ◽  
Empirical Studies ◽  
Dominant Position ◽  
The Social ◽  
Research Findings ◽  
The Many ◽  
Quantitative Integration ◽  
Meta Analyses ◽  
Research Domain

Quantitatively integrating empirical studies: The method of meta-analysis Quantitatively integrating empirical studies: The method of meta-analysis Marise Ph. Born & Stefan T. Mol, Gedrag & Organisatie, Volume 19, September 2006, nr. 3, pp. 251-271 Meta-analysis is a quantitative integration of results of a series of empirical studies into a specific research question. The method of meta-analysis has obtained a dominant position in the social sciences and beyond, as it may help in obtaining an overview of the explosively increased number of research publications. This contribution discusses the basics and consecutive steps in performing a meta-analysis. A meta-analysis that we conducted on expatriates serves as an illustration. Next to the many points in favor of meta-analyses, such as having a better overview of a research domain and shifting the traditional focus on significances of effects to sizes of effects, several important controversies remain. One of these is the issue of waving away a specific cause of variance in research findings as a methodological artifact, or interpreting it as a meaningful case of variance. We maintain that every social or industrial- and organizational psychologist who wants to stay up-to-date scientifically should be able to interpret meta-analyses.

scholarly journals Virtual Classrooms in Brazil: teachers' difficulties and anxieties towards technology in language learning

2003 ◽  
Vol 3 (2) ◽  
pp. 115-132
Author(s):  
Andréa Machado de Almeida Mattos
Keyword(s):  
Language Learning ◽  
Teacher Development ◽  
Empirical Studies ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Virtual Classrooms ◽  
Language Classroom ◽  
Language Classrooms ◽  
Global Understanding ◽  
Learning Data

Many researchers, nowadays, have been enthusiastic in promoting the advantages of introducing technology in the language classroom, but few have been worried with the problems and anxieties that result from changes in a long-lasting culture such as the culture of language learning. This paper aims at discussing the problems faced by teachers who have been working with technology in their language classrooms. The research design was based on theoretical and empirical studies both in the areas of Computer Assisted Language Learning and Teacher Development. The main objective of this paper is, thus, to achieve a global understanding of the teachers' anxieties in relation to the virtual environment of language learning. Data was gathered through interviews with the teachers, leading to a qualitative analysis of the findings.

CALL research: Where are we now?

ReCALL ◽  
2020 ◽  
Vol 32 (2) ◽  
pp. 127-144 ◽  
Author(s):  
John Gillespie
Keyword(s):  
Language Learning ◽  
Empirical Studies ◽  
Structure Theory ◽  
Future Research ◽  
Small Scale ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Short Period ◽  
Wide Range ◽  
Small Cohort

AbstractThis article considers the current position of computer-assisted language learning (CALL) research by producing an integrative synthetic overview of all the articles published in three leading international CALL journals: ReCALL (in its 31st year of publication), the CALICO Journal (its 36th) and Computer Assisted Language Learning journal (its 32nd) over a sustained recent period: 2006–2016. They are judged sufficiently representative to enable broad trends to be detected and the sector’s strengths and weaknesses to be identified. The focus is on CALL research’s international reach, the range of topics researched and the nature of the studies themselves. The findings suggest that CALL research is growing internationally in the number of countries and researchers involved. A wide range of topics is researched, but there is a concentration of papers published on a cluster of popular areas. Consequently, fewer articles are published on a large number of CALL topics or, in some cases, rarely studied. The research methods employed are rigorous: in writing, structure, theory, literature awareness, and discussion and presentation of results, yet there are still weaknesses. Most empirical studies are small scale: based on one institution, a small cohort of students, over a short period of time and seldom followed up. Based on these findings, suggestions are made with a view to broadening and strengthening CALL research through targeting neglected strategic areas with special journal issues and conferences, and improving the quality of research projects. Key areas for future research are proposed.

scholarly journals A Literature Review of Foreign Studies on the Impact of CALL on Second Language Acquisition from 2015

2021 ◽  
Vol 14 (6) ◽  
pp. 76
Author(s):  
Qiuxin Zhang
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Teaching ◽  
Rapid Development ◽  
Empirical Studies ◽  
Future Research ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Electronic Intelligence ◽  
The Impact

With the rapid development of economy and technology, more and more fields are combined with electronic intelligence and artificial intelligence, and language teaching is no exception. As a research hot issue, computer-assisted language learning (CALL) has attracted more and more people's attention. Based on computer-aided technology, teachers can not only provide students with rich language input, but also improve classroom efficiency. However, there are still some problems in this technology. This paper reviews some empirical studies on the impact of computer-assisted language teaching from 2015 and reveals the relevant progress and shortcomings of foreign researches in terms of six aspects from the perspective of language teaching, in order to provide some enlightenment for future research.

A review of multimedia glosses and their effects on L2 vocabulary acquisition in CALL literature

ReCALL ◽  
2011 ◽  
Vol 23 (2) ◽  
pp. 135-159 ◽  
Author(s):  
Mohammed Ali Mohsen ◽  
M. Balakumar
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
Vocabulary Acquisition ◽  
Empirical Studies ◽  
Future Research ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
The Past ◽  
L2 Vocabulary

AbstractThis article reviews the literature of multimedia glosses in computer assisted language learning (CALL) and their effects on L2 vocabulary acquisition during the past seventeen years. Several studies have touched on this area to examine the potential of multimedia in a CALL environment in aiding L2 vocabulary acquisition. In this review, the researchers investigate the studies that deal with different modes of multimedia annotations in a CALL environment. This article reviews the empirical studies of multimedia glosses in reading as well as in listening comprehension activities and discusses the factors under which these studies have been conducted and their impact on L2 vocabulary acquisition. The study aims to understand how multimedia glosses have been used in the past to support second language vocabulary acquisition and also to explore any evidence regarding how multimedia glosses in a CALL environment can enhance the acquisition of L2 vocabulary. Only empirical studies (18 studies published in international refereed journals and conference) have been reviewed exclusively. The article discusses the findings of the reviewed studies and recommends future research.

scholarly journals Context, method, and theory in CALL research articles

2021 ◽  
pp. 52-56
Author(s):  
Yazdan Choubsaz ◽  
Alireza Jalilifar ◽  
Alex Boulton
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Empirical Studies ◽  
Language Instruction ◽  
Research Articles ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Data Collection And Analysis ◽  
Methodological Considerations ◽  
Qualitative Methodologies

This paper is an initial report of the data analysis phase of a larger study that traces the evolution of Computer Assisted Language Learning (CALL). All published Research Articles (RAs) from four major CALL journals – ReCALL, CALL, Language Learning & Technology (LL&T) and CALICO Journal – from the very first issues to the end of 2019 were downloaded, sorted, and checked to form the final corpus of 426 highly cited RAs. The trends and themes (research contexts, research participants, and theoretical and methodological considerations of the RAs) were all recorded to see how CALL has evolved over time. Primary findings indicate that empirical studies where learners are physically or virtually involved in the process of technology-mediated language instruction dominate the field of CALL research. Authors resort to both quantitative and qualitative methodologies for data collection and analysis, though mixed-methods has gained more weight in the past two decades. Sociocultural theory stands over and above other theories in Second Language Acquisition (SLA) to frame CALL studies. The paper discusses these issues, and problems detected.

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