The Effectiveness of Technology-Enhanced Language Teaching Methods on Achievement in English: A Meta-Analysis

Abstract

Integration of technology applications is now an essential part of language education and it has been extensively researched in many experimental studies comparing technology versus non-technology. This study aimed to investigate the effectiveness of technology-enhanced language learning in the achievement of English. Through a random-effects meta-analysis, technology-enhanced language learning and traditional learning in classroom were statistically analysed based on results from previous experimental studies conducted with Turkish learners of English in Turkey. The results indicated that technology-enhanced language learning is more effective than non-technology in traditional classroom setting with medium-to-large effects on not only overall achievement but also more specific aspects of language learning such as grammar, vocabulary, and writing. The study also aimed to investigate if various study and sample characteristics could moderate these effects. Moderator analyses showed that school level and item type significantly explained heterogeneity in the effect sizes. Discussion of the results considering previous meta-analyses and recommendations for further research with an emphasis on conducting primary studies in the field are provided.

Keywords

• Technology-enhanced language learning
• Achievement in English
• Meta-analysis

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