Sayed Masood HAIDARI, Seda BAYSAL, Sedat KANADLI

THE IMPACT OF DIGITAL TECHNOLOGY-MEDIATED FOREIGN LANGUAGE INSTRUCTION ON VOCABULARY LEARNING: A META-ANALYTIC REVIEW

The digital technology-mediated foreign language vocabulary learning involves the use of technological tools such as online and offline dictionaries, multimedia, social media, television, computer, smart-phones, tablets, and similar others. Although many research findings in the existing literature have emphasized the effectiveness of these technological tools on foreign language vocabulary learning, some studies also have suggested that the use of these tools in vocabulary learning does not make a significant difference in student achievement. This meta-analytic research aimed to investigate the overall impact of digital technology-mediated instruction on learning foreign language vocabulary in the Turkish context by calculating the mean effects followed by some moderator analyses. Therefore, 34 experimental studies (41 comparisons), conducted between the years 2003-2018, were included in the study according to the pre-defined coding criteria. The findings revealed that incorporation of digital technologies in foreign language teaching has a positive large impact on students’ vocabulary learning achievement. The effect sizes of two moderators, the study type and grouping methods, were significant, while the study quality, education level, type of technology, and treatment duration, were not significant moderators.

Anahtar Kelimeler:

vocabulary learning, foreign language, digital technologies, effect size

PDF

___

Abraham, L. B. (2008). Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis. Computer Assisted Language Learning, 21(3), 199–226.
*Basoz, T. & Can, D. T. (2016). The effectiveness of computers on vocabulary learning among preschool children: A semiotic approach. Cypriot Journal of Educational Sciences, 11(1), 02-08.
Baturay, M. H., Yıldırım, İ. S. & Daloğlu, A. (2007). Web-Tabanlı İngilizce Kelime Öğretimi ve Tekrar Modeli. Politeknik Dergisi, 10(3), 241-245.
Baytak, A., Tarman, B., & Ayas, C. (2011). Experiencing technology integration in education: children’s perceptions. International Electronic Journal of Elementary Education, 3(2), 139-151. https://www.iejee.com/index.php/IEJEE/article/view/233. Date accessed: 17 June 2018.
Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. Chichester, UK: John Wiley & Sons, Ltd.
Borenstein, M., Hedges, L.V., Higgins, J.P.T.& Rothstein, H.R. (2013). Meta-analize giriş (S.Dinçer, Çev.). Ankara: Anı.
Bozavlı, E. (2017). Vocabulary Teaching in Foreign Language via Audiovisual Method Technique of Listening and Following Writing Scripts. International Education Studies, 10(5), 129.
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel F. (2009). Bilimsel araştırma yöntemleri [Scientific research method]. Ankara, Turkey: Pegem Akademi.
Card, N. A., Stucky, B. D., Sawalani, G. M., & Little, T. D. (2008). Direct and indirect aggression during childhood and adolescence: A meta-analytic review of gender differences, intercorrelations, and relations to maladjustment. Child Development, 79, 1185–1229.
Card, N. A. (2012). Applied meta-analysis for social science research. New York, London: Guilford Press.
Celce-Murcia, M. (2001). Language Teaching Approaches: An Overview. In M. Celce- Murcia, (Ed), Teaching English as a second or foreign language, (pp.3-11). Boston, MA: Heinle & Heinle.
*Cellat, S. (2008). Computer Assisted Vocabulary Learning: A Study With Turkish 4th Grade EFL Learners (Unpublished master's dissertation), Anadolu University, Eskişehir.
Chalmers, I., Hedges, L. V., & Cooper, H. (2002). A brief history of research synthesis. Evaluation and the Health Professions, 25, 12-37. doi:10.1177/0163278702025001003
Cohen, L.. Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed). New York: Routledge.
Cooper, H. (2010). Research synthesis and meta-analysis: A Step by Step Approach (4th ed.) Thousand Oaks: SAGE Publication.
Cooper, H. M. (1998). Synthesizing research: A guide for literature reviews (3rd ed.). Thousand Oaks, CA: Sage.
Cooper, H., Hedges, L. V. & Valentine, J. C. (2009). The Handbook of Research Synthesis and Meta-Analysis (2. Ed). New York: Russell Sage Foundation.
*Eren, O. (2015) Vocabulary Learning on Learner-Created Content by Using Web 2.0 Tools. Contemporary Educational Technology, 6(4), 281-300.
*Erkuş, E. (2008). The Effects of Single-Player Computer Games on Vocabulary Learning (Unpublished Master’s Dissertation), Marmara University, Istanbul.
Fageeh, A. A. I. (2013). Effects of MALL Applications on Vocabulary Acquisition and Motivation. Arab World English Journal, 4(4), 420-447.
*Fidan, O. B. (2003). The Effects of Using Different Strategies in Computerised and Non-Computerised Media on the Quantity of Learned Vocabulary, Time Spent to Learn and Retention of Learning (Unpublished Master’s Dissertation), Ankara University, Ankara.
Gass, S. (1999). Discussion: Incidental Vocabulary Learning. SSLA, 21, 319-333.
Golonka, E. M., Bowels, A. R., Frank, V. M., Richardson, D. L. & Freynik, S. (2014). Technologies for Foreign Language Learning: A Review of Technology Types and Their Effectiveness. Computer Assisted Language Learning, 27, 70-105. DOI:10.1080/09588221.2012.700315
Güvendir, E. & Gezgin, D. M. (2015) The Effect of a Facebook Game that Requires English Vocabulary Knowledge on Students’ English Vocabulary Development. Journal of Educational Sciences Research, 5, 41-53. Doi:10.12973/jesr. 2015.51.3
Harley, B. (1996). Introduction: Vocabulary Learning and Teaching in a Second Language. The Canadian Modern Language Review, 53(1), 3-11.
Higgins, J. P. T, Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. BMJ, 6, 557–560. Doi:10.1136/bmj.327.7414.557
Kanadlı, S., Ünal, K., & Karakuş, F. (2015). Kuantum Öğrenme Modelinin Akademik Başarıya Etkisi: Bir Meta-Analiz Çalışması/The Effect of Quantum Learning Model on Academic Achievement: A Meta-Analysis Study. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(32).
Kao, C-W. (2014). The effects of digital game-based learning task in English as a foreign language contexts: A meta-analysis. Education Journal, 42(2), 113-141.
*Kayaoglu, M. N., & Akbas, D. (2011). A Small Scale Experimental Study: Using Animations to Learn Vocabulary. Turkish Online Journal of Educational Technology-TOJET, 10(2), 24-30.
Kilickaya, F. & Krajka, J. (2010). Teachers’ Technology Use in Vocabulary Teaching. Academic Exchange Quarterly.
Ketabi, S., & Shahraki, S. H. (2011). Vocabulary in the Approaches to Language Teaching: From the Twentieth Century to the Twenty-First. Journal of Language Teaching and Research, 2(3), 726-731.
Krashen, S. (1989). We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis. The Modern Language Journal, 73, 440-464.
Kurt, M. and Bensen, H. (2017). Six Seconds to Visualize the Word: Improving EFL Learners’ Vocabulary through VVVs. Journal of Computer Assisted Learning, 33, 334-346. DOI: 10.1111/jcal.12182
Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language learning. 60(2), 309–365.
Mahdi, H. S. (2018). Effectiveness of Mobile Devices on Vocabulary Learning: A Meta-Analysis. Journal of Educational Computing, 56, 134-154. DOI: 10.1177/0735633117698826
Mizumoto, A. & Takeuchi, O. (2009). Examining the Effectiveness of Explicit Instruction of Vocabulary Learning Strategies with Japanese EFL University Students. Language Teaching Research, 13(4), 425 – 449.
Moher D, Liberati A, Tetzlaff J, Altman DG, The PRISMA Group (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Med 6(7). doi:10.1371/ journal.pmed.1000097
Nam, J. (2010). Linking Research and Practice: Effective Strategies For Teaching Vocabulary In The ESL Classroom. TESL Canada Journal/Revue TESL Du Canada, 1(28), 33127-135.
Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
Nejati, E., Jahangiri, A. & Salehi, M. R. (2018). The Effect of Using Computer-Assisted Language Learning (CALL) On Iranian EFL Learners’ Vocabulary Learning: An Experimental Study. Cypriot Journal of Educational Science. 13(2), 351–362.
*Özer, Y. E. and Koçoğlu, Z. (2017). The Use of Quizlet Flashcard Software and its Effects on Vocabulary Learning. Dil Dergisi [Language Journal], 161(1), 61-81.
Pulye, P., Gagnon, M.P., Griffith, F. and Johnson-Lafleur, J. (2009). A scoring system for appraising mixed methods research, and concomitantly appraising qualitative, quantitative and mixed methods primary studies in Mixed Studies Reviews. International Journal of Nursing Studies, 46, 529-546. Doi:10.1016/j.ijnurstu.2009.01.009. Read, J. (2000). Assessing Vocabulary. Cambridge: Cambridge University Press.
Richards, J. C. (2015). The Changing Face of Language Learning: Learning Beyond the Classroom. RELC Journal, 46(1). DOI: 10.1177/0033688214561621.
Rothstein, H. R., Sutton, A. J., & Borenstein, M. (Eds.). (2006). Publication bias in meta-analysis: Prevention, assessment and adjustments. John Wiley & Sons.
Schmidt, N. (2000). Vocabulary in Second Language Teaching. Cambridge: Cambridge University Press.
Shoaei, F. and Alavi, M. (2016). The Impact of Computer-Assisted Language Learning Applications on Incidental Vocabulary Recall and Retention. Bulletin de la Société Royale des Sciences de Liège, 85, 1674-1686.
*Tokaç, A. (2005). A Comparison of Computer-Assisted Vocabulary Instruction and Teacher-Led Vocabulary Instruction (Unpublished Master’s Dissertation). Bilkent University, Ankara.
Tomakin, E. & Yeşilkurt, M. (2013). Meta-Analysis of Computer-Assisted Foreign Language Teaching Studies: A Sample of Turkey. YYU Journal of Education Faculty, 10(1), 248-263.
Viechtbauer, W. (2017). Metafor: Meta-Analysis package for R. R package versinon 2.0-0. Retrieved from: https://cran.r-project.org/web/packages/metafor/index.html.
Yip, F. W. M., and Kwan, A. C. M. (2006). Online Vocabulary Games as a Tool for Teaching and Learning English Vocabulary. Educational Media International, 43, 233-249. DOI: 10.1080/09523980600641445