A Quantitative Meta-Analysis Investigating the Effect of Asynchronous Computer Mediated Communication on Second Language Learning

• Main Authors: Yeng-Jie Fang, 方彥傑
• Other Authors: Hui-Fen Lin
• Format: Others
• Language: en_US
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/78339042306352618721

碩士 === 國立高雄師範大學 === 英語學系 === 100 === The purpose of this study was to synthesize the primary studies of asynchronous computer-mediated communication (ACMC) and second language learning published between 1990 and 2011. Specially, the present study aimed to adopt quantitative meta-analysis approaches to investigate the effectiveness of ACMC on second language learning outcomes. Data were collected mainly from several databases including but not limited to: (1) Educational Resources Information Center (ERIC), (2) EBSCOhost, (3) Journal STORage (JSTOR), (4) Springer Online Journal Archives (SOJA), and (5) ProQuest Digital Dissertations &; Thesis (PQDT). Besides, a variety of digital libraries and searching engines were also utilized to warrant a comprehensive search of the literature. Altogether, 28 primary studies that meet a set of inclusion/exclusion criteria were retrieved as eligible, which consisted of 16 journal articles, 5 master’s theses and 5 doctoral dissertations, and 2 conference proceedings/papers. The study used Cohen’s d to represent the effect of ACMC on second language learning outcomes and, in specific investigated: (1) the overall effect of ACMC on the second language learning, and the effect size comparison of studies with participants’ different educational level, study sample size, and publication types (2) whether ACMC is beneficial for any particular language skill, (3) whether there is any particular ACMC tool, such as blog, e-mail, or discussion forum that is especially beneficial for ESL/EFL writing, and (4) whether the effects of ACMC is different due to different intervention place and options. The results showed that ACMC had a medium effect (d = 0.62) on second language learning. ACMC was most effective for students with college or above educational level (d = 0.71), and it would be more effective if it was conducted in normal size class (i.e. number of students between 30 and 50 per class) (d = 1.07) ACMC intervention was most beneficial for reading instruction (d = 0.77), and blogs (d= 0.93) and discussion forum/board (d = 0.98) were very effective ACMC tools for writing instructions. Moreover, ACMC would be efficient if it was integrated with class (d = 1.22). ACMC employed as a required activity (d = 0.62) produced approximately equal effect as when it was employed as an optional activity (d = 0.68). To sum up, foreign language teachers should employ ACMC like blogs or discussion forums/boards in normal-size class in college or graduate school for reading or writing instruction. The ACMC intervention could be treated either as a required or an optional activity, but it should only be conducted in class. In the present study, the number of eligible studies was small (N = 28), so in some moderator analysis, the number of studies in subgroup was not enough, and some results were tentative. Therefore, for further research, researchers could collect more studies to make the results more convincing. Moreover, further researchers could also include some qualitative information, analyze the effects of ACMC for all the four language skills, and employed more moderators for further analysis.