机器人辅助语言学习对英语作为外语技能发展的影响

IF 4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Educational Computing Research Pub Date : 2024-01-10 DOI:10.1177/07356331231226171

Xueqing Wu, Rui Li

{"title":"机器人辅助语言学习对英语作为外语技能发展的影响","authors":"Xueqing Wu, Rui Li","doi":"10.1177/07356331231226171","DOIUrl":null,"url":null,"abstract":"While numerous studies of robot-assisted language learning (RALL) for English-as-a-foreign-language (EFL) learners’ language skill development have been done, a comprehensive and theoretically-driven meta-analysis on its effects is still in paucity. To fill the gap, drawing on Activity Theory (AT), this study reported a meta-analysis from 47 independent studies out of 29 literature samples involving 1791 EFL learners on RALL for language skill development published during 2004–2023. The results indicated that the overall effect size was g = .69, 95% CI [.49, .90], suggesting that RALL outperforms non-RALL conditions. In addition, educational levels and intervention durations were found to be significant moderators. Based on the results, implications for practice were discussed.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"42 1","pages":""},"PeriodicalIF":4.0000,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Effects of Robot-Assisted Language Learning on English-as-a-Foreign-Language Skill Development\",\"authors\":\"Xueqing Wu, Rui Li\",\"doi\":\"10.1177/07356331231226171\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"While numerous studies of robot-assisted language learning (RALL) for English-as-a-foreign-language (EFL) learners’ language skill development have been done, a comprehensive and theoretically-driven meta-analysis on its effects is still in paucity. To fill the gap, drawing on Activity Theory (AT), this study reported a meta-analysis from 47 independent studies out of 29 literature samples involving 1791 EFL learners on RALL for language skill development published during 2004–2023. The results indicated that the overall effect size was g = .69, 95% CI [.49, .90], suggesting that RALL outperforms non-RALL conditions. In addition, educational levels and intervention durations were found to be significant moderators. Based on the results, implications for practice were discussed.\",\"PeriodicalId\":47865,\"journal\":{\"name\":\"Journal of Educational Computing Research\",\"volume\":\"42 1\",\"pages\":\"\"},\"PeriodicalIF\":4.0000,\"publicationDate\":\"2024-01-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Educational Computing Research\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/07356331231226171\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Educational Computing Research","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/07356331231226171","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

虽然已经有许多关于机器人辅助语言学习（RALL）促进英语作为外语（EFL）学习者语言技能发展的研究，但关于其效果的全面和理论驱动的荟萃分析仍然很少。为了填补这一空白，本研究以活动理论（AT）为基础，对 2004-2023 年间发表的 29 篇文献样本中的 47 项独立研究进行了荟萃分析，涉及 1791 名 EFL 学习者。结果表明，总体效应大小为 g = .69，95% CI [.49, .90]，表明 RALL 的效果优于非 RALL 条件。此外，教育水平和干预持续时间也是重要的调节因素。根据研究结果，讨论了对实践的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Effects of Robot-Assisted Language Learning on English-as-a-Foreign-Language Skill Development

While numerous studies of robot-assisted language learning (RALL) for English-as-a-foreign-language (EFL) learners’ language skill development have been done, a comprehensive and theoretically-driven meta-analysis on its effects is still in paucity. To fill the gap, drawing on Activity Theory (AT), this study reported a meta-analysis from 47 independent studies out of 29 literature samples involving 1791 EFL learners on RALL for language skill development published during 2004–2023. The results indicated that the overall effect size was g = .69, 95% CI [.49, .90], suggesting that RALL outperforms non-RALL conditions. In addition, educational levels and intervention durations were found to be significant moderators. Based on the results, implications for practice were discussed.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Journal of Educational Computing Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

11.90

自引率

6.20%

发文量

期刊介绍： The goal of this Journal is to provide an international scholarly publication forum for peer-reviewed interdisciplinary research into the applications, effects, and implications of computer-based education. The Journal features articles useful for practitioners and theorists alike. The terms "education" and "computing" are viewed broadly. “Education” refers to the use of computer-based technologies at all levels of the formal education system, business and industry, home-schooling, lifelong learning, and unintentional learning environments. “Computing” refers to all forms of computer applications and innovations - both hardware and software. For example, this could range from mobile and ubiquitous computing to immersive 3D simulations and games to computing-enhanced virtual learning environments.