Asma Almusharraf, Hassan Saleh Mahdi, Haifa Al-Nofaie, Amal Aljasser
{"title":"环境、教育水平和工具对计算机辅助发音训练的影响：荟萃分析","authors":"Asma Almusharraf, Hassan Saleh Mahdi, Haifa Al-Nofaie, Amal Aljasser","doi":"10.1111/jcal.12974","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background study</h3>\n \n <p>Computer-assisted pronunciation training (CAPT) has emerged as an important resource for second language (L2) pronunciation learning. CAPT offers diverse opportunities for learners to master L2 pronunciation with the help of authentic learning activities in multiple contexts.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>This study presents a comprehensive overview to examine the overall effect of using a computer in learning pronunciation in multiple settings and diverse educational levels with the assistance of different tools.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>The meta-analysis consisted of 31 primary studies that reported results obtained from experimental vs. control group designs. These studies reported 42 effect sizes in the results.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>The findings of the meta-analysis indicated that using CAPT in learning pronunciation had an overall medium effect size. Similarly, the results showed that using CAPT inside the classrooms had a large effect size. The results also showed that CAPT had a large effect size when used in schools and other formal learning contexts, such as language institutes. CAPT had a medium effect when it was used in universities. The results also showed that using videos for learning pronunciation had a large effect size while other tools had a medium effect size.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>The study findings contribute to understanding the overall effect of CAPT and offer implications for educators and practitioners involved in designing effective instructional strategies for enhancing L2 pronunciation skills.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1605-1615"},"PeriodicalIF":5.1000,"publicationDate":"2024-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The effect of settings, educational level and tools on computer-assisted pronunciation training: A meta-analysis\",\"authors\":\"Asma Almusharraf, Hassan Saleh Mahdi, Haifa Al-Nofaie, Amal Aljasser\",\"doi\":\"10.1111/jcal.12974\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background study</h3>\\n \\n <p>Computer-assisted pronunciation training (CAPT) has emerged as an important resource for second language (L2) pronunciation learning. CAPT offers diverse opportunities for learners to master L2 pronunciation with the help of authentic learning activities in multiple contexts.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>This study presents a comprehensive overview to examine the overall effect of using a computer in learning pronunciation in multiple settings and diverse educational levels with the assistance of different tools.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>The meta-analysis consisted of 31 primary studies that reported results obtained from experimental vs. control group designs. These studies reported 42 effect sizes in the results.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>The findings of the meta-analysis indicated that using CAPT in learning pronunciation had an overall medium effect size. Similarly, the results showed that using CAPT inside the classrooms had a large effect size. 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The effect of settings, educational level and tools on computer-assisted pronunciation training: A meta-analysis
Background study
Computer-assisted pronunciation training (CAPT) has emerged as an important resource for second language (L2) pronunciation learning. CAPT offers diverse opportunities for learners to master L2 pronunciation with the help of authentic learning activities in multiple contexts.
Objectives
This study presents a comprehensive overview to examine the overall effect of using a computer in learning pronunciation in multiple settings and diverse educational levels with the assistance of different tools.
Methods
The meta-analysis consisted of 31 primary studies that reported results obtained from experimental vs. control group designs. These studies reported 42 effect sizes in the results.
Results
The findings of the meta-analysis indicated that using CAPT in learning pronunciation had an overall medium effect size. Similarly, the results showed that using CAPT inside the classrooms had a large effect size. The results also showed that CAPT had a large effect size when used in schools and other formal learning contexts, such as language institutes. CAPT had a medium effect when it was used in universities. The results also showed that using videos for learning pronunciation had a large effect size while other tools had a medium effect size.
Conclusions
The study findings contribute to understanding the overall effect of CAPT and offer implications for educators and practitioners involved in designing effective instructional strategies for enhancing L2 pronunciation skills.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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