A Meta-Analysis of the Effect of Interactive Technologies on Language Education

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Author(s): Runtong He (Beijing Language and Culture University, China), Wei Xu (City University of Macau, Macau), De Dong (City University of Macau, Macau)and Zhonggen Yu (Beijing Language and Culture University, China)
Copyright: 2024
Volume: 15
Issue: 1
Pages: 28
Source title: International Journal of Adult Education and Technology (IJAET)
Editor(s)-in-Chief: Viktor Wang (California State University, USA)
DOI: 10.4018/IJAET.340933

Keywords: Adult Learning / Education / Educational Technologies / Information Science Reference

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Abstract

With the enhancement of internet medium and development of science and technology, interactive technologies have gradually emerged in the field of language education. However, previous empirical studies and meta-analyses have focused on the impact of specific types of technologies. Therefore, this study aims to comprehensively synthesize the effect of overall interactive technologies on language education through meta-analysis. The results revealed that interactive technologies could exert a substantial influence on learning attitudes, self-efficacy, listening, reading, writing skills, vocabulary and grammar level, and overall learning outcomes. Additionally, numerous types of interactive technologies have demonstrated potential in language education, such as mobile apps, multimedia, technology-assisted tools, etc. In future research, educators should judiciously apply interactive technologies to different language educational processes according to their unique features, and researchers should expand their survey scope to ensure data validity.

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A Meta-Analysis of the Effect of Interactive Technologies on Language Education

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