A Meta-analysis of Computer-assisted Second Language Writing Instruction
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This study aims to systematically synthesize years of research comparing the effects of computer-assisted L2 writing instruction via meta-analytic approach. Specifically, the current study sought to explore the overall effect of computer-assisted L2 writing instruction, as well as its moderating factors (e.g. context, treatment). A total of 29 primary studies, including 23 journal articles and six dissertations, were analyzed. The results indicated that computer-assisted language L2 writing instruction has a medium effect among between-groups (Hedge’s g= .65) and a high effect among within-groups (Hedge’s g= .99), indicating that technology is an effective tool for enhancing L2 writing. The moderator analyses indicated that factors related to social learning and social collaboration (e.g. peer feedback, bulletin) tended to yield higher effect sizes for between-group comparisons. With respect to within-group contrasts, on the other hand, all effect sizes for moderator variables were high. Drawing upon findings from the current meta-analysis, we offer suggestions for future research in computer-assisted L2 writing instruction.
Abstract
This study aims to systematically synthesize years of research comparing the effects of computer-assisted L2 writing instruction via meta-analytic approach. Specifically, the current study sought to explore the overall effect of computer-assisted L2 writing instruction, as well as its moderating factors (e.g. context, treatment). A total of 29 primary studies, including 23 journal articles and six dissertations, were analyzed. The results indicated that computer-assisted language L2 writing instruction has a medium effect among between-groups (Hedge’s g= .65) and a high effect among within-groups (Hedge’s g= .99), indicating that technology is an effective tool for enhancing L2 writing. The moderator analyses indicated that factors related to social learning and social collaboration (e.g. peer feedback, bulletin) tended to yield higher effect sizes for between-group comparisons. With respect to within-group contrasts, on the other hand, all effect sizes for moderator variables were high. Drawing upon findings from the current meta-analysis, we offer suggestions for future research in computer-assisted L2 writing instruction.
참고문헌 (69)
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