An Analysis of the Use of Educational Technology in Second Language Learning

Melanie ConnorsEDUC 6610

Must focus on implications for second/foreign language learning

specifically.

Must be an empirical study from a peer reviewed journal.

Excludes face-to-face learning. Includes a form of educational technology in the title (ex. Web-

based, software, online discussion, computers, etc)

Excludes first language learning. The words ‘language learning’must be included in the title. The

language being learned is a second/ foreign language.

Exclusion criteriaInclusion criteria

Summary of Methods

-interviews were recorded and analyzed

40 senoir middle school students in China

3. Chia (2005)

-speaking tutorials were recorded and analyzed each week

7 post-secondary students in Australia

2. Chen & Wang (2008)

-statistical analysis of interviews and questionnaires-translation accuracy tested

98 post-secondary students in Thailand

1. Cercone, Ditcharoen & Naruedomkul(2010)

Data Collection &Analysis

Participants/ Country/Context

Study

-2 questionnaires -statistical analysis of results

422 post-secondary students in the U.K.

7. Hauck & Hurd (2005)

-before and after surveys given-results examined

763 post-secondary students and faculty in the U.S.A.

6. Gilgen(2005)

-post-tests given to experimental and control groups-results examined

26 post-secondary students in the U.S.A.

5. Foti & Hannafin(2008)

-online classes were recorded and analyzed

28 post-secondary students in Sweden

4. Cunningham, Fägersten & Holmsten(2010)

-focus groups -examination of the main themes

21 post-secondary staff and students in the U.K.

11. Pemberton, Fallahkhair & Masthoff(2005)

-survey-SPSS package used-factor analysis

60 post-secondary students in Hong Kong

10. Ng, Yeung & Hon (2006)

-evaluation form -examination of the results

14 post-secondary students in Turkey

9. Kartal & Uzun (2010)

-interviews, recordings & surveys -SPSS package used

16 post-secondary students in the U.S.A.

8. Jones, Squires & Hicks (2008)

-pre-test -two-way ANOVA

122 grade 10 students in Korea

15. Yun, Miller, Baek, Jung & Ko (2008)

-questionnaire -video recordings -path analysis -ANOVA

40 post-secondary students in Japan

14. Yamada (2009)

-pre-test & post test -questionnaire & interview-analyzed work

70 elementary students in Taiwan

13. Tsou, Wang & Tzeng(2006)

-survey and discussion -analysis of each

116 post-secondary students and 6 tutors in Hong Kong

12. Poon(2003)

Findings

Discussion

Conclusion

Limitations

References

1. Cercone, N., Ditcharoen, N. & Naruedomkul, K. (2010). SignMT: An alternative language learning tool. Computers & Education 55 (1), 118–130.

2. Chen, N.-S., & Wang, Y. (2008). Testing principles of language learning in a cyber face-to-face environment. Educational Technology & Society, 11(3), 97-113.

3. Chia, C. (2005). Promoting independent learning through language learning and the use of IT. Educational Media International, 42(4), 317-332.

4. Cunningham, U., Fägersten, K. & Holmsten, E. (2010). “Can you hear me, Hanoi?” Compensatory mechanisms employed in synchronous net-based English language learning. International Review of Research in Open and Distance Learning,11(1), 161- 177.

5. Foti, L. & Hannafin, R. (2008). Games and multimedia in foreign language learning: Using back-story in multimedia and avatar-based games to engage foreign language learners: A pilot study. International Journal of Emerging Technologies in Learning, 3(3), 40- 44.

6. Gilgen, R. (2005). Holding the world in your hand: Creating a model language learning environment. Educause Quarterly, 28(3), 30-39.

7. Hauck, M. & Hurd, S. (2005). Exploring the link between language anxiety and learner self-management in open language learning contexts. European Journal of Open, Distance and E-Learning, 2005(2).

8. Jones, G., Squires, T., & Hicks, J. (2008). Combining speech recognition/natural language processing with 3D online learning environments to create distributed authentic and situated spoken language learning. Journal of Educational Technology Systems, 36(4), 375-392.

9. Kartal, E., & Uzun, L. (2010). The internet, language learning, and international dialogue: Constructing online foreign language learning websites. Turkish Online Journal of Distance Education, 11(2), 90-107.

10. Ng, C., Yeung, A., & Hon, R. (2006). Does online language learning diminish interaction between student and teacher? Educational Media International, 43(3), 219-232.

11. Pemberton, L., Fallahkhair, S., & Masthoff, J. (2005). Learner centred development of a mobile and iTV language learning support system. Educational Technology & Society, 8(4), 52-63.

12. Poon, A. (2003). A challenge for the developer: Issues of interactivity and linguistic-cognitive appropriateness in English language learning. Open Learning,18(2),135-153.

13. Tsou, W., Wang, W., & Tzeng, Y. (2006). Applying a multimedia storytelling website in foreign language learning. Computers and Education, 47(1), 17-28.

14. Yamada, M. (2009). The role of social presence in learner-centered communicative language learning using synchronous computer-mediated communication: Experimental study. Computers & Education, 52(4), 820-833.

15. Yun, S., Miller, P. C., Baek, Y., Jung, J., & Ko, M. (2008). Improving recall and transfer skills through vocabulary building in web-based second language learning: An examination by item and feedback type. Educational Technology & Society, 11(4), 158–172.