Abstract
As more various types of computer-assisted language learning (CALL) programs have been incorporated into language classrooms over the recent decades, it has become more important to uncover whether, to what extent, and under which moderator variables CALL can be yield more effective outcomes than traditional language instruction. The issue of education is one of the most important materials addressed by technology. Instead, meta-analysis is a statistical and quantitative method that leads us to a general conclusion by integrating the results of different researches. In this study, researchers worked on the impact of educational technology in English language teaching by studying 67 articles and theses (from 1000 studies that were relevant in title and abstract). All articles and theses were included from 2009 to 2020 and 7 articles were excluded from this study due to insufficient information. Furthermore, two instruments, SPSS (mainly its sub-branch Kruskal-Wallis test) and CMA were used to calculate and evaluate data in this research. The total effect size calculated for studies under both fixed and random models was statistically significant and also the study of effects by year of publication, instruments used in research and research methods showed that their effect size was significant. Teaching English with the help of technology has an effective effect size and has shown the success of this technology in language learning.
Highlights
Due to the rapid advances in Information and Communication Technology (ICT) in the world, there is growing attention to combine technologies into the classrooms to prepare learners to meet the needs of a progressively technological-dependent culture (Bond)
Research methods Considering that the purpose of this research was to describe, analyze, and combine the studies presented in the field of educational technology in English language teaching based on research; the method of this research was a meta-analysis
Descriptive information about the research methods used in the studies reviewed in this study As can be seen in Table 2, the highest percentage is related to the quasiexperimental research method with 36.7% and the lowest percentage is related to the qualitative research method with 3.3%
Summary
Due to the rapid advances in Information and Communication Technology (ICT) in the world, there is growing attention to combine technologies into the classrooms to prepare learners to meet the needs of a progressively technological-dependent culture (Bond). Warni, Aziz, and Febriawan (2018) believe that technology allows students to study independently and cooperate with their peers. This is possible because technology inspires students to reflect and analyze where these two capabilities are at the basics of developing autonomy. According to Xiao (2019), every educator must utterly think about, update concepts, be courageous in innovation, let advanced science and technology assist college English education, and familiarize multimedia technology with a large amount of information, closeness and interactivity into college English teaching. Many educational researchers believe that computer-assisted language learning (CALL) would prove to be effective because it would decrease educational costs and increase learning outcomes in the long period (Atabek, 2020; Oz, Demirezen, & Pourfeiz, 2015)
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