What works in CALL?

Summary

This presentation explores the effectiveness of computer-assisted language learning (CALL) based on research and meta-analysis of over 400 studies. It highlights that technology can significantly enhance language learning, particularly through methods like glossing, computer-mediated communication (CMC), and game-based learning. While the benefits of technology are clear, especially for vocabulary acquisition and peer interactions, the speaker cautions that many studies focus on short-term effects, and long-term impacts are less certain. The presentation emphasizes the need for more research, particularly in mobile and game-based learning, and stresses the importance of carefully integrating technology into language pedagogy.

Takeaways

• 😀 Technology helps second language learning, with statistically significant and substantial effects.
• 😀 A meta-meta-analysis of 14 studies shows a clearer picture of technology's impact on second language learning.
• 😀 The relative effect of technology is greater compared to face-to-face learning, though research is not definitive for long-term effects.
• 😀 Long-term effects of technology-assisted learning are under-researched, with most studies focusing on short-term tests.
• 😀 Glossing, especially with first-language glosses, can significantly enhance vocabulary learning compared to paper-based methods.
• 😀 Multimodal glossing (e.g., visual support like pictures) has more substantial effects for beginners than for advanced learners.
• 😀 Computer-mediated communication (CMC) has a positive effect, especially when peers interact without direct teacher involvement.
• 😀 Asynchronous communication (e.g., email) benefits learners more than synchronous communication (e.g., live chat).
• 😀 Mobile-assisted and game-based learning need more research, but meaningful games with human interaction are most effective.
• 😀 The ideal language learning game should involve human interaction and be engaging, rather than just being a repetitive drill.
• 😀 It’s crucial to ask not whether technology works, but how effective it is and what its relationship is to other teaching methods.

Q & A

What is the main purpose of the event discussed in the transcript?

The event aimed to summarize research and key insights into language learning assisted by technology, particularly focusing on Computer-Assisted Language Learning (CALL).

What is a meta-analysis, and why was it important in this context?

A meta-analysis is a study that combines the results of multiple studies to draw broader conclusions. It was important here to analyze the effects of CALL by aggregating data from 408 primary research studies.

What were the two main findings regarding the effectiveness of CALL?

First, technology showed a statistically significant and substantial effect in promoting language learning. Second, when compared to face-to-face instruction, technology-assisted learning was found to be more effective.

What were the caveats mentioned regarding the research on CALL?

The research may have slightly overestimated the effects because few studies looked at long-term learning outcomes. Most studies focused on short-term post-tests, and the potential for bias in publishing non-significant results was noted.

What is glossing, and how did technology affect its effectiveness?

Glossing refers to providing definitions, translations, or visuals for key words or phrases in a reading or vocabulary exercise. Technology-assisted glossing, especially with multimedia, was found to be more effective than paper-based glossing for vocabulary learning.

How did first language glossing compare to second language glossing?

First language glossing was more effective than second language glossing, even when visual or audio aids were provided, indicating that learners benefit more from glosses in their native language.

What was the effect of computer-mediated communication (CMC) on language learning?

CMC, which includes text chat, email, or video, showed small but positive effects on language learning. Peer interaction in CMC was found to be more beneficial than teacher-student interaction, and asynchronous communication had a greater benefit than synchronous communication.

Why did asynchronous communication have more benefits than synchronous communication?

Asynchronous communication allows learners more time to think and process their responses, which led to better learning outcomes compared to real-time interactions.

What are the key findings regarding mobile-assisted and game-based language learning?

The research on mobile-assisted and game-based learning is limited, but it was found that meaningful, interactive games were much more effective than drill-based games. Human interaction in these games was especially crucial for their effectiveness.

What cautionary advice was given regarding the use of technology in language learning?

While technology can be beneficial, it is important to be cautious in interpreting research, particularly since most studies focus on short-term results. The long-term effects of technology on language learning remain unclear, and traditional methods should not be abandoned hastily.