Laura Patsko delivers the second instalment from her Pedagogy Pop-up video series, this time looking at what works in Computer Assisted Language Learning (CALL). Laura summarises the key insights from a study conducted by Luke Plonsky and Nicole Ziegler, which explored language learning assisted by technology.
As one researcher states – communicative competence cannot possibly be defined in the same way as it once was, due to the everyday use of technology. Numerous quantitative and qualitative studies have been done in this area, and have shown how language learning and technology are now inextricably linked.
Luke Plonsky and Nicole Ziegler wanted to explore this further, carrying out a meta-analysis of the huge body of quantitative research into the effects of CALL. They wanted to know: compared to face-to-face contexts, how effective is computer-assisted language learning in promoting second-language learning?
What did the study show?
Their key findings were:
- There was a statistically significant and substantial absolute effect for CALL – technology does help learning.
- There was a statistically significant and moderate relative effect for CALL – technology helps more compared to face-to-face learning.
Very few studies look at the long term affects though, so it’s not always clear whether this learning stayed over time. Whilst we can identify that there were visible positive effects, we need to be careful and have a balanced interpretation before rushing into tech ‘solutions’!
3 areas where CALL effects were seen
- Glossing – where the focus of study is reading comprehension or vocabulary, and key words can be ‘glossed’ – e.g. moving over a keyword and having a picture/definition pop-up. This had a significant relative effect for CALL compared to paper-based glossing.
- Computer-mediated communication (CMC) – typically text chat but could also be email, video and Facebook. The effects are there but small relative to face-to-face. Some things moderated these effects, for example peer-to-peer interaction (e.g. group chats) where students can benefit without the teacher providing the interaction.
- Mobile-assisted language learning – meaningful games were much more effective than drill-based games, crucially when they involved interaction with another person rather than a computer. Based on this, the ideal game features would be: interaction + human involvement + meaningful/fun.
As with so many things, more research is needed (especially in mobile and game-based learning), but it seems that tech can have beneficial effects on L2 learning.
Watch the video below for a more in-depth discussion of the CALL research findings:
Don’t forget to check out Laura’s first Pedagogy Pop-up session: Everything you always wanted to know about Pronunciation – but were too afraid to ask!
For further insights into CALL, Luke Plonsky’s full presentation can also be found here.