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

Abstract

AbstractDespite 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 notesWhat 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.