A Systematic Review of Empirical Studies on Computer-Assisted Language Learning

Autor/inn/en	Saylan, Esin; Kokoç, Mehmet; Tatli, Zeynep
Titel	A Systematic Review of Empirical Studies on Computer-Assisted Language Learning
Quelle	In: Waikato Journal of Education, 28 (2023) 1, S.89-107 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1173-6135
Schlagwörter	Second Language Learning; Second Language Instruction; Teaching Methods; Research Reports; Computer Assisted Instruction; Databases; Trend Analysis; Educational Trends; Research Methodology; Educational Technology; Computer Software; Learning Theories; Foreign Countries; Elementary Secondary Education; Higher Education + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Research report; Forschungsbericht; Computer based training; Computerunterstützter Unterricht; Datenbank; Trendanalyse; Bildungsentwicklung; Research method; Forschungsmethode; Unterrichtsmedien; Learning theory; Lerntheorie; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	The aim of this study was to examine the current trends and main findings of the empirical computer assisted foreign language learning studies. The database, Web of Science, was reviewed and a total of 36 studies between 2000 and 2020 were analysed. The systematic analysis was performed with the content analysis method. The content of the reviewed articles was analysed in the following categories: The technological trends, the technological context used, variables, duration of the studies, data collection tools, data analysis strategies, skills/factors analysed, underlying theories, and countries of the studies, target languages, participants, and years of the studies. Along with other insights this review found, the most common technological trend was educational software, while the technological contexts used varied greatly. Key variables from mostly small studies (less than 100 participants generally tertiary students), focused on technological contexts, language learning skills (typically vocabulary and speaking) and participants' attitudes. Underlying theories of these studies varied greatly, Technology Acceptance Model and Cognitive Load Theory being common. This review study can serve as a guide for practitioners who plan designing computer-assisted language learning and teaching activities. (As Provided).
Anmerkungen	Wilf Malcolm Institute of Educational Research. Division of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: https://wje.org.nz/index.php/WJE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01