The effectiveness of integrating technology in EFL/ESL writing: a meta-analysis

2020 ◽  
Vol 17 (4) ◽  
pp. 435-454
Author(s):  
Baleigh Qassem Al-Wasy
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Effect Size ◽  
Educational Level ◽  
Meta Analysis ◽  
Writing Skills ◽  
Content Type ◽  
Integrating Technology ◽  
Language Writing ◽  
Language Context

Purpose This paper aims to highlight a research on integrating technology into teaching and learning of second/foreign language writing. Design/methodology/approach In total, 18 empirical studies, involving a total of 1,281 second and foreign language learners, have been reviewed. These studies are selected from the following two databases: Web of Science and Google Scholar. The meta-analysis investigates how effect sizes vary depending on these moderators as follows: stage of writing, language context, learners’ educational level and language proficiency level. Findings The findings of this meta-analysis have indicated that technology has a large effect on second/foreign language writing (d = 1.7217). These findings have also revealed that the two stages of writing, drafting and editing, have received most of the researchers’ concern. In addition, high school and university learners have achieved a larger effect size of using technology in writing learning; beginner learners have achieved the smallest effect size. Originality/value To sum, the previous meta-analyses and reviews tried to explore the effect of computer on writing skills. However, some of them were limited to special groups (Williams and Beam, 2019) and some others analyzed very few studies (Little et al., 2018). Therefore, a comprehensive analysis of the effect of implementing technology in writing skills is needed. The purpose of this study is to perform a meta-analysis of the primary studies about the integration of technology into writing skills. The primary goals of this meta-analysis were to: examine the overall effects of implementing technology in writing; synthesize the relationship between technology and a number of moderators such as stages of writing, language context, learners’ target language proficiency and learners’ educational level (school and university).

Evaluating the effectiveness of interventions to reducing screen time in children: meta-analysis of randomized controlled trials

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Duygu Akçay ◽  
Nuray Barış
Keyword(s):  
Effect Size ◽  
Subgroup Analysis ◽  
Screen Time ◽  
Meta Analysis ◽  
Intervention Group ◽  
Evidence Base ◽  
Control Group ◽  
Content Type ◽  
Mean Differences ◽  
The Impact

Purpose The purpose of this paper is to evaluate the impact of interventions focused on reducing screen time in children. Design/methodology/approach Studies that aim to investigate the effects of interventions aimed at reducing the time spent in front of the screen (i.e. screen time). A Random-effects model was used to calculate the pooled standard mean differences. The outcome was to evaluate the screen time in children in the 0–18 age range. A subgroup analysis was performed to reveal the extent to which the overall effect size varied by subgroups (participant age, duration of intervention and follow). Findings For the outcome, the meta-analysis included 21 studies, and the standard difference in mean change in screen time in the intervention group compared with the control group was −0.16 (95% confidence interval [CI], −0.21 to −0.12) (p < 0.001). The effect size was found to be higher in long-term (=7 months) interventions and follow-ups (p < 0.05). Originality/value Subgroup analysis showed that a significant effect of screen time reduction was observed in studies in which the duration of intervention and follow-up was =7 months. As the evidence base grows, future researchers can contribute to these findings by conducting a more comprehensive analysis of effect modifiers and optimizing interventions to reduce screen time.

scholarly journals A Qualitative Research on Portfolio Keeping in English as a Foreign Language Writing

2014 ◽  
Author(s):  
Selami Aydin
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Foreign Language ◽  
Language Skills ◽  
Writing Skills ◽  
Learning Tool ◽  
Efl Writing ◽  
Sample Group ◽  
Potential Problems ◽  
Language Writing

Little attention has been paid to the problems about portfolio keeping in English as a foreign language (EFL) writing, while the existing literature mostly focuses on the effects of portfolios on writing skills of learners, rather than those of teachers or pre-service teachers. This study aims to investigate the problems encountered and contributions of portfolios to the language skills of EFL pre-service teachers. The sample group consists of 39 pre-service teachers; a background questionnaire, interviews, a survey, and essays were used for data collection. The results indicate that portfolios significantly contribute to the writing skills, and that there exist potential problems. It was concluded that teachers and teacher trainers should use portfolio as a learning tool after solving the problems.

The effectiveness of game-based learning on English as a foreign language proficiency: A meta-analysis

2021 ◽  
Vol 71 (3) ◽  
pp. 78-89
Author(s):  
K.T. Kudarova ◽  
◽  
G.S. Bimasheva ◽  
Sh.G. Iskakova ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Positive Impact ◽  
Meta Analysis ◽  
Foreign Language Learning ◽  
Combined Effect ◽  
Game Based Learning ◽  
Mathematical Methods ◽  
Foreign Language Proficiency ◽  
The Impact

This study was aimed to synthesize data on the impact of game-based learning on English as a foreign language learning outcome. To achieve the goal, a search for relevant studies was performed via Google Scholar electronic database, followed by the results extraction and their meta-analysis using Meta-Essentials statistical software. Since most of the relevant publications utilized the Test of English for International Communication (TOEIC) to assess the intervention effectiveness, only those studies that used TOEIC or a TOEIC-derived test were included in the present meta-analysis to unify the performance scale. The final analysis included four experimental interventions involving 148 individuals. According to the results, the combined effect (Hedges g = 0.56) of game-based learning on post-test TOEIC scores exceeds controls, but the difference is not statistically significant. Thus, concerning the study sample, it has to be said that there appears to be no positive impact of gamification on English language acquisition. The findings should be interpreted with caution due to the risk of heterogeneity between the included studies (I2 = 33.81%) and their low number. Nevertheless, to the best of the authors’ knowledge, the current meta-analysis is one of the few studies to date that employ mathematical methods to obtain a combined effect of gamified learning on English as a foreign language proficiency.

A meta-analysis of the variables related to turnover intention among IT personnel

Kybernetes ◽  
2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ahmet Hakan Özkan
Keyword(s):  
Job Satisfaction ◽  
Organizational Commitment ◽  
Effect Size ◽  
Turnover Intention ◽  
Meta Analysis ◽  
It Industry ◽  
Data Set ◽  
Content Type ◽  
It Personnel ◽  
The Relationship

PurposeThis study aims to investigate the relationships between job satisfaction, organizational commitment and turnover intention of information technology (IT) personnel.Design/methodology/approach3,844 studies which are published between 1998 and 2019 are screened on ScienceDirect, Scopus and ProQuest databases. 10,523 subjects formed the first data set regarding the relationship between job satisfaction and turnover intention, 7,903 subjects formed the second data set regarding the relationship between organizational commitment and turnover intention, 843 subjects formed the third data set regarding the relationship between empowerment and turnover intention, and 3,430 subjects formed the fourth data set regarding the relationship between job satisfaction and organizational commitment.FindingsResults showed that the effect size of the relationship between job satisfaction and organizational commitment is the strongest (r = 0.59). The effect size of the relationship between job satisfaction and turnover intention (r = −0.50), and the effect size of the relationship between organizational commitment and turnover intention r = −0.51) were also large. But the effect size of the relationship between empowerment and turnover intention was medium (r = −0.34).Originality/valueThis study is rare, and it can be used by the managers working in the IT industry.

An integrated approach to foreign language writing instruction

2004 ◽  
Vol 27 (1) ◽  
pp. 44-57
Author(s):  
Corinne Mesana
Keyword(s):  
Foreign Language ◽  
Writing Instruction ◽  
Cultural Awareness ◽  
Peer Assessment ◽  
Writing Skills ◽  
Integrated Approach ◽  
Integrative Approach ◽  
Recent Book ◽  
Foreign Language Writing ◽  
Language Writing

Abstract This paper puts forth the need for further integration of research on writing-as-a-process in foreign language writing and teaching practices. Several problems are identified concerning the teaching and learning of writing skills, as most teachers attend to the product – its originality, clarity and correctness, and recent popular textbooks on French language and culture still focus on the product and rarely on the process. The extensive research on writing-as-a-process in both Francophone and North American applied linguistics for L1 and L2 does not seem to have had the same repercussions on foreign language teaching or material development as it did on L2 writing skills for ESL/EFL. Here, I propose an integrative approach to writing instruction comprising different findings in process writing, self- and peer-assessment and cross-cultural awareness. The design of a six-step approach stems from a recent book on the pedagogy of writing skills (Mesana-Alais, 2001) and shows how to explore and produce genre-based texts.

Implementing effective strategies and techniques in teaching foreign language writing in secondary school

2020 ◽  
Vol 28 (1) ◽  
Author(s):  
Nina Lutsova ◽  
Keyword(s):  
Foreign Language ◽  
Writing Skills ◽  
Text Type ◽  
Foreign Language Writing ◽  
Effective Strategies ◽  
Literary Sources ◽  
Language Writing ◽  
Science High School ◽  
Genre Writing ◽  
Development Of Language

The purpose of the following study is to review the literature on the topic and to present a pedagogical experience of integrating effective techniques for developing writing skills in English as a foreign language. The experiment was carried out with 24 eight grade students (experimental group) of the Maths and Science High school “Academician Ivan Gyuzelev” – Gabrovo provided with an intensive learning curriculum for English as a foreign language. The techniques which are applied in the experiment focus on the development of language knowledge (product writing) and teaching students to create written texts by drafting, reviewing, editing and redrafting (process writing). In addition to these, the analysis of the characteristics of an email text type (genre writing) was also used to evaluate the students’ comprehension. The review of literary sources and the presented pedagogical experiment are a part of a didactically experimental model for developing foreign language writing skills.

Hebben we oren naar anderstaligen in het Vlaamse hoger onderwijs?

2021 ◽  
Vol 26 (2) ◽  
pp. 222-247
Author(s):  
Laura Rosseel
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
Native Speakers ◽  
Native Language ◽  
Foreign Language Teaching ◽  
Content Type ◽  
Staff Members ◽  
Education Community ◽  
Entrance Level

Abstract In order to enroll in Flemish higher education, aspiring students whose native language is not Dutch require a B2 CEFR level for language proficiency for most courses that are taught in Dutch. The question we aim to answer in this study is how future interlocutors of these students perceive that B2 entrance level. Do fellow students, lecturers and other members of staff feel that this level of language proficiency is sufficient to successfully navigate higher education? We specifically focus on the perception of pronunciation proficiency. We conducted a speaker evaluation experiment in which 191 students and staff members evaluated six sound clips with non-native Dutch speech representing pronunciation levels B1, B2 and C1. Results show that overall attitudes towards the speakers in the experiment are rather positive. In addition, there is a clear association between pronunciation proficiency and perceived functioning in higher education that reflects the Flemish higher education entrance policy. Our study also shows that various groups within the higher education community react differently towards non-native Dutch speakers and that there is a link between perception of non-native pronunciation and the amount of contact a listener has with non-native speakers. Overall, this study underlines the importance of pronunciation training in foreign language teaching for academic purposes.

A meta‐analysis of the relationship between sales orientation‐customer orientation (SOCO) and salesperson job performance

2007 ◽  
Vol 22 (5) ◽  
pp. 302-310 ◽  
Author(s):  
Fernando Jaramillo ◽  
Daniel M. Ladik ◽  
Greg W. Marshall ◽  
Jay Prakash Mulki
Keyword(s):  
Job Performance ◽  
Effect Size ◽  
High Performance ◽  
Customer Orientation ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Performance Measure ◽  
Content Type ◽  
Customer Type ◽  
Research Findings

PurposeIn the years since Saxe and Weitz developed a scale to measure the selling orientation and customer orientation (SOCO) of a salesperson, research findings on the effect of SOCO on salesperson job performance have shown mixed results. This article aims to synthesize the findings from the empirical studies to identify the direction and the strength of this relationship. In addition, it aims to investigate the moderating effect of customer type (business or end user consumer) and type of job performance measure used (subjective or objective).Design/methodology/approachResearch questions were addressed by a meta‐analysis of 16 studies containing 17 effect sizes from 3,477 respondents.FindingsMeta‐analysis results reveal an attenuated weighted mean effect size (r) of this relationship of 0.14, with a 90 percent confidence interval of 0.04 to 0.23. The disattenuated mean effect size (rc) is 0.16. Findings also reveal that neither customer type nor type of job performance measures moderated the SOCO and job performance relationship.Research limitations/implicationsAlthough diligence was exercised to reduce selection bias, relevant studies may have been excluded from this meta‐analysis.Practical implicationsStudy findings demonstrate that SOCO is an important predictor of salesperson job performance. High performance occurs when salespeople focus their energy on identifying the customer's individual needs and offer products to satisfy those needs.Originality/valueThis is the first published SOCO meta‐analysis.

Pedagogical stylistics in multiple foreign language and second language contexts: A synthesis of empirical research

2015 ◽  
Vol 24 (1) ◽  
pp. 54-72 ◽  
Author(s):  
Gary G Fogal
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Meta Analysis ◽  
Empirical Support ◽  
Foreign Languages ◽  
Literary Texts ◽  
Language Awareness ◽  
L2 Acquisition ◽  
Foreign Language Proficiency

This article examines the efficacy of pedagogical stylistics as a learning tool for developing second or foreign language proficiency. Pedagogical stylistics – an instrument for investigating the linguistic, sociocultural and dialogic features inherent in literary and non-literary texts – has often been criticized for relying too heavily on intuition rather than empirical support to substantiate its employment in language learning classrooms. To better understand this criticism a coding framework adapted from previous research was employed to synthesize 13 studies across four, second or foreign languages in nine countries. Three themes emerged from this synthesis: (1) stylistics as a tool for improving L2 performance; (2) stylistics’ contribution to building language awareness; (3) stylistics as a tool for building academic skills beyond L2 acquisition. This work explores these themes and discusses the research practices informing the claims made therein, highlighting a consistent underreporting or under collecting of data as a recurring problem in the literature. This shortcoming precludes a meta-analysis of the literature, and this article argues that this shortcoming contributes to a justifiably weak representation of stylistics in second or foreign language contexts. To rectify this issue suggestions are made for more thorough reporting of data and a more robust research agenda in second or foreign language-based, stylistic contexts.

scholarly journals Meta-Analysis Study of Think-Pair-Share Strategy on English Language Teaching and Learning in Indonesia

Ta dib ◽  
2021 ◽  
Vol 24 (2) ◽  
pp. 98
Author(s):  
Elismawati Elismawati ◽  
Hidayat Al Azmi ◽  
Hadeli Hadeli ◽  
Zulyusri Zulyusri ◽  
Ahmad Syukri
Keyword(s):  
High School ◽  
Junior High School ◽  
Effect Size ◽  
Educational Level ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Meta Analysis ◽  
Analysis Study ◽  
English Teaching

This study aimed to analyze the effectiveness of the Think-Pair-Share strategy towards English teaching and learning. This research used a meta-analysis study. The technique of collecting data was coding datasheets. The researcher has to code the information of the research articles of journals about using the Think-Pair-Share strategy in English teaching and learning. The measurement of effect size analyzed the data. The research findings revealed that the overall effect size of the Think-Pair-Share strategy in English teaching and learning was calculated at 1.41 or in the category of large effect. The Think-Pair-Share is an influential and effective language teaching strategy in terms of the region in Indonesia, with an effect size of 1.67 in Sumatra, 1.2 in Java, and 1.18 in Sulawesi. Besides, based on educational level, the effect size is 1.25 in Junior High School, 1.61 in Senior High School, and 0.98 in university. Meanwhile, the effect size on students' English skills is 1.84 in speaking, 1.67 in reading, and 0.9 in writing. It can be concluded that the Think-Pair-Share strategy is effective to apply in English teaching and learning because it has a high impact in any educational level and region and enhances students' English skills in many aspects. Therefore, it is recommended that English teachers and curriculum designers implement and develop a Think-Pair-share strategy in the ELT classroom to enhance students’ English language skills. 

Sign in / Sign up

Export Citation Format

Share Document