The effect of settings, educational level and tools on computer-assisted pronunciation training: A meta-analysis

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Computer Assisted Learning Pub Date : 2024-03-17 DOI:10.1111/jcal.12974

Asma Almusharraf, Hassan Saleh Mahdi, Haifa Al-Nofaie, Amal Aljasser

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Abstract

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.

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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

计算机辅助发音训练（CAPT）已成为第二语言（L2）发音学习的重要资源。计算机辅助发音训练（CAPT）为学习者提供了多种多样的机会，帮助他们在多种语境中通过真实的学习活动掌握第二语言的发音。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

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