skip to main content
Language:
Search Limited to: Search Limited to: Resource type Show Results with: Show Results with: Search type Index

The Effect of Videoconferencing on Second-Language Learning: A Meta-Analysis

Behavioral sciences, 2022-05, Vol.12 (6), p.169 [Peer Reviewed Journal]

2022 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2022 by the author. 2022 ;ISSN: 2076-328X ;EISSN: 2076-328X ;DOI: 10.3390/bs12060169 ;PMID: 35735379

Full text available

Citations Cited by
  • Title:
    The Effect of Videoconferencing on Second-Language Learning: A Meta-Analysis
  • Author: Yu, Li-Tang
  • Subjects: Computer mediated communication ; Confidence ; COVID-19 ; Distance learning ; Feedback ; French as a second language ; Intercultural communication ; Language acquisition ; Linguistics ; Listening ; Meta-analysis ; Online instruction ; Pedagogy ; Review ; Second language learning ; Students ; synchronous computer-mediated communication ; Video teleconferencing ; videoconferencing
  • Is Part Of: Behavioral sciences, 2022-05, Vol.12 (6), p.169
  • Description: To mitigate the unexpected closure of educational institutions during the COVID-19 pandemic, e-learning has become a practical alternative to conventional face-to-face instruction. Videoconferencing, a synchronous computer-mediated communication (SCMC) approach, has been adopted as a venue to continue student learning activities. However, in the field of second-language (L2) education, videoconferencing had already been integrated into learning tasks, enabling L2 learners to have more opportunities to access authentic linguistic input and participate in interactions with more proficient users or native speakers of the target languages. Research has reported the pedagogical benefits of learners’ L2 achievement that are provided by videoconferencing, whereas some studies have reached a different conclusion. To further ascertain the effectiveness of videoconferencing in L2 learning, meta-analysis can be used to provide statistical evidence of the significance of study results, which serves as a useful reference for the application of videoconferencing to current e-learning practices. Thus, systematic meta-analysis was used in this study to synthesize the findings from experimental and quasi-experimental research into the effectiveness of videoconferencing for L2 learning. Videoconferencing approaches led to positive, medium overall effects in control/experimental group comparisons (g = 0.35, p < 0.5) on the L2 language development of listening and speaking abilities. However, this conclusion is based on five studies and, thus, needs to be treated cautiously. The implications of the findings and suggestions for future studies are discussed.
  • Publisher: Switzerland: MDPI AG
  • Language: English
  • Identifier: ISSN: 2076-328X
    EISSN: 2076-328X
    DOI: 10.3390/bs12060169
    PMID: 35735379
  • Source: ProQuest One Psychology
    Open Access: PubMed Central
    AUTh Library subscriptions: ProQuest Central
    Coronavirus Research Database
    ROAD: Directory of Open Access Scholarly Resources
    DOAJ Directory of Open Access Journals
Back to results list
INSPIRE LIBRARY - TON DUC THANG UNIVERSITY (84-028) 37 755 057 Feedback
19 Nguyen Huu Tho St. Dist.7, HCM thuvien@tdtu.edu.vn

Copyright © 2017 INSPIRE LIBRARY - TON DUC THANG UNIVERSITY

Searching Remote Databases, Please Wait