帮助选项是否有助于基于计算机的第二语言听力理解?从活动理论角度的证据

IF 8.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Rui Li
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引用次数: 0

摘要

尽管基于计算机的第二语言(L2)听力理解的帮助选项激增,但很少有人关注对教学效果的全面理解。为了深入了解整体效应和调节效应,本研究利用活动理论(AT),对33项有效的独立研究进行了meta分析,涉及3697名参与者,研究了基于计算机的二语听力理解的帮助选项。结果表明:(a)与传统方法相比,帮助选项对二语听力理解更有促进作用,效果为小到中等(g = 0.449, 95% CI [0.303, 0.596]);(b)选项类型、反馈类型、语言距离类型、干预持续时间和学习活动类型调节了帮助选项对计算机二语听力理解的影响。在此基础上,本研究也讨论了未来研究的教学意义。关于这个话题我们已经知道的是,帮助选项对基于计算机的第二语言(L2)听力理解的改进的教学效果已经得到了充分的证明。大量关于计算机辅助选项在二语听力理解中的使用的研究已经发表。目前还没有研究汇总了帮助选项对基于计算机的第二语言听力理解的总体影响。一些可能缓和计算机辅助选项对二语听力理解效果的潜在因素仍未得到充分研究。本文的目的是汇总现有出版物中关于计算机二语听力理解帮助选项的整体效果和调节效果。与传统方法相比,帮助选项对二语听力理解更有促进作用,效果为小到中等,g = 0.449。选项类型、反馈类型、语言距离类型、干预持续时间和学习活动类型调节了帮助选项对计算机二语听力的影响。对实践和/或政策的影响已经确定了帮助方案,以促进基于计算机的第二语言听力理解,特别是在中小学水平的学习者中。需要更多的实证研究来调查不同类型的选择、反馈、语言距离和干预持续时间以及学习活动如何调节效果。进一步的尝试应该通过生成式人工智能、大型语言模型(LLM)和自然语言处理(NLP)技术的整合来研究基于计算机的第二语言听力理解的帮助选择。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Do help options facilitate computer-based L2 listening comprehension? Evidence from an activity theory perspective

Do help options facilitate computer-based L2 listening comprehension? Evidence from an activity theory perspective

Do help options facilitate computer-based L2 listening comprehension? Evidence from an activity theory perspective

Despite the proliferation of help options for computer-based second language (L2) listening comprehension, little attention has been given to a comprehensive understanding of the pedagogical effects. To gain a thorough understanding of the overall and moderator effects, drawing on the activity theory (AT), this study conducted a meta-analysis of 33 valid independent studies on help options for computer-based L2 listening comprehension with 3697 participants involved. Results demonstrated that (a) compared with those traditional methods, help options are found to be more facilitative for L2 listening comprehension with a small-to-moderate effect of g = 0.449, 95% CI [0.303, 0.596]; and (b) the effects of help options for computer-based L2 listening comprehension are moderated by option types, feedback types, language distance types, intervention durations and learning activity types. Motivated by the results obtained, this study also discussed pedagogical implications for future studies.

Practitioner notes

What is already known about this topic

  • The improved pedagogical effects of help options for computer-based second language (L2) listening comprehension have been well-documented.
  • A large number of studies on the use of help options for computer-based L2 listening comprehension have been published.
  • There has been no research aggregating the overall effects of help options for computer-based L2 listening comprehension.
  • Some potential factors that may moderate the effects of help options for computer-based L2 listening comprehension remain underexplored.

What this paper adds

  • This paper aims to aggregate the overall and moderator effects from the existing publications of help options for computer-based L2 listening comprehension.
  • Compared with those traditional methods, help options are found to be more facilitative for L2 listening comprehension with a small-to-moderate effect of g = 0.449.
  • The effects of help options for computer-based L2 listening are moderated by option types, feedback types, language distance types, intervention durations and learning activity types.

Implications for practice and/or policy

  • Help options have been confirmed to facilitate computer-based L2 listening comprehension, especially among learners of primary and secondary levels.
  • Call for more empirical studies investigating how different types of options, feedback, language distance and intervention durations along with learning activity moderate the effectiveness.
  • Further attempts should investigate help options for computer-based L2 listening comprehension with the integration of generative AI, large language model (LLM) and natural language processing (NLP) techniques.
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来源期刊
British Journal of Educational Technology
British Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
15.60
自引率
4.50%
发文量
111
期刊介绍: BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.
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