The CALL-SLA interface: Insights from a second-order synthesis

Luke D Plonsky, Nicole Ziegler

Research output: Contribution to journalArticle

23 Citations (Scopus)

Abstract

The relationship between computer-assisted language learning (CALL) and second language acquisition (SLA) has been studied both extensively, covering numerous subdomains, and intensively, resulting in hundreds of primary studies. It is therefore no surprise that CALL researchers, as in other areas of applied linguistics, have turned in recent years to meta-analysis as a means to synthesize quantitative results across studies. To date, nearly 30 CALL-SLA syntheses and meta-analyses have been conducted, covering topics from hypertext glosses (Yun, 2011) to synchronous computer-mediated communication (Ziegler, 2015) to game-based learning (Chiu, Kao, & Reynolds, 2012). Despite these individual contributions, the overall effects of CALL on SLA across domains have yet to be addressed. In this 'second-order' review, we provide a thorough account of substantive findings and a critical description and evaluation of methodological practices of CALL-SLA meta-analyses. We begin by describing the generally substantial effects of CALL on L2 learning along with an examination of different types of technology such as CALL glosses and computer-mediated communication (CMC). Results of the methodological review reveal wide variability overall and in several practices associated with rigor, transparency, and utility of meta-analytic reviews. At the close of our article, we provide empirically identified recommendations for future primary and meta-analytic research.

Original languageEnglish (US)
Pages (from-to)17-37
Number of pages21
JournalLanguage Learning and Technology
Volume20
Issue number2
StatePublished - 2016
Externally publishedYes

Fingerprint

language acquisition
Interfaces (computer)
language
learning
gloss
computer-mediated communication
Computer-assisted Language Learning
Second Language Acquisition
hypertext
Communication
Linguistics
Transparency
transparency
linguistics
examination
evaluation

Keywords

  • Meta-analysis
  • Research methods
  • Second language acquisition

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language
  • Computer Science Applications

Cite this

The CALL-SLA interface : Insights from a second-order synthesis. / Plonsky, Luke D; Ziegler, Nicole.

In: Language Learning and Technology, Vol. 20, No. 2, 2016, p. 17-37.

Research output: Contribution to journalArticle

@article{6cef1eebb66b46aaafc4c8ccfea78aca,
title = "The CALL-SLA interface: Insights from a second-order synthesis",
abstract = "The relationship between computer-assisted language learning (CALL) and second language acquisition (SLA) has been studied both extensively, covering numerous subdomains, and intensively, resulting in hundreds of primary studies. It is therefore no surprise that CALL researchers, as in other areas of applied linguistics, have turned in recent years to meta-analysis as a means to synthesize quantitative results across studies. To date, nearly 30 CALL-SLA syntheses and meta-analyses have been conducted, covering topics from hypertext glosses (Yun, 2011) to synchronous computer-mediated communication (Ziegler, 2015) to game-based learning (Chiu, Kao, & Reynolds, 2012). Despite these individual contributions, the overall effects of CALL on SLA across domains have yet to be addressed. In this 'second-order' review, we provide a thorough account of substantive findings and a critical description and evaluation of methodological practices of CALL-SLA meta-analyses. We begin by describing the generally substantial effects of CALL on L2 learning along with an examination of different types of technology such as CALL glosses and computer-mediated communication (CMC). Results of the methodological review reveal wide variability overall and in several practices associated with rigor, transparency, and utility of meta-analytic reviews. At the close of our article, we provide empirically identified recommendations for future primary and meta-analytic research.",
keywords = "Meta-analysis, Research methods, Second language acquisition",
author = "Plonsky, {Luke D} and Nicole Ziegler",
year = "2016",
language = "English (US)",
volume = "20",
pages = "17--37",
journal = "Language Learning and Technology",
issn = "1094-3501",
publisher = "University of Hawaii Press",
number = "2",

}

TY - JOUR

T1 - The CALL-SLA interface

T2 - Insights from a second-order synthesis

AU - Plonsky, Luke D

AU - Ziegler, Nicole

PY - 2016

Y1 - 2016

N2 - The relationship between computer-assisted language learning (CALL) and second language acquisition (SLA) has been studied both extensively, covering numerous subdomains, and intensively, resulting in hundreds of primary studies. It is therefore no surprise that CALL researchers, as in other areas of applied linguistics, have turned in recent years to meta-analysis as a means to synthesize quantitative results across studies. To date, nearly 30 CALL-SLA syntheses and meta-analyses have been conducted, covering topics from hypertext glosses (Yun, 2011) to synchronous computer-mediated communication (Ziegler, 2015) to game-based learning (Chiu, Kao, & Reynolds, 2012). Despite these individual contributions, the overall effects of CALL on SLA across domains have yet to be addressed. In this 'second-order' review, we provide a thorough account of substantive findings and a critical description and evaluation of methodological practices of CALL-SLA meta-analyses. We begin by describing the generally substantial effects of CALL on L2 learning along with an examination of different types of technology such as CALL glosses and computer-mediated communication (CMC). Results of the methodological review reveal wide variability overall and in several practices associated with rigor, transparency, and utility of meta-analytic reviews. At the close of our article, we provide empirically identified recommendations for future primary and meta-analytic research.

AB - The relationship between computer-assisted language learning (CALL) and second language acquisition (SLA) has been studied both extensively, covering numerous subdomains, and intensively, resulting in hundreds of primary studies. It is therefore no surprise that CALL researchers, as in other areas of applied linguistics, have turned in recent years to meta-analysis as a means to synthesize quantitative results across studies. To date, nearly 30 CALL-SLA syntheses and meta-analyses have been conducted, covering topics from hypertext glosses (Yun, 2011) to synchronous computer-mediated communication (Ziegler, 2015) to game-based learning (Chiu, Kao, & Reynolds, 2012). Despite these individual contributions, the overall effects of CALL on SLA across domains have yet to be addressed. In this 'second-order' review, we provide a thorough account of substantive findings and a critical description and evaluation of methodological practices of CALL-SLA meta-analyses. We begin by describing the generally substantial effects of CALL on L2 learning along with an examination of different types of technology such as CALL glosses and computer-mediated communication (CMC). Results of the methodological review reveal wide variability overall and in several practices associated with rigor, transparency, and utility of meta-analytic reviews. At the close of our article, we provide empirically identified recommendations for future primary and meta-analytic research.

KW - Meta-analysis

KW - Research methods

KW - Second language acquisition

UR - http://www.scopus.com/inward/record.url?scp=84994651533&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84994651533&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:84994651533

VL - 20

SP - 17

EP - 37

JO - Language Learning and Technology

JF - Language Learning and Technology

SN - 1094-3501

IS - 2

ER -