A Meta-Analysis of Hybrid Language Instruction and Call for Future Research

Autor/inn/en	Dixon, Tulay; Christison, Maryann; Dixon, Daniel H.; Palmer, Adrian S.
Titel	A Meta-Analysis of Hybrid Language Instruction and Call for Future Research
Quelle	In: Modern Language Journal, 105 (2021) 4, S.792-809 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dixon, Tulay) ORCID (Christison, Maryann) ORCID (Dixon, Daniel H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12732
Schlagwörter	Instructional Effectiveness; Blended Learning; Second Language Instruction; Conventional Instruction; Language Skills; COVID-19; Pandemics; Integrated Learning Systems; Educational Technology; Time Factors (Learning); Electronic Learning; Textbooks + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Fremdsprachenunterricht; Language skill; Sprachkompetenz; Unterrichtsmedien; Textbook; Text book; Schulbuch; Lehrbuch
Abstract	In this meta-analysis, we estimate the effectiveness of hybrid language instruction overall and across a number of moderator variables by aggregating effect sizes from 11 studies with 34 samples. Results suggest hybrid language instruction can be just as effective as traditional face-to-face (f2f) instruction, as indicated by the negligible differences between hybrid courses and traditional f2f courses (d = 0.14). Furthermore, studies employing within-group designs indicate that students in hybrid language classes can improve their language skills considerably (d = 1.47). This is a positive finding given that many institutions have experienced a surge in hybrid teaching due to the COVID-19 pandemic. We also report on a number of moderator variables that can impact the effectiveness of hybrid language courses, including (a) the amount of reduction in f2f time, (b) the use of online activities provided by textbook publishers, (c) the use of a learning management system, (d) advances in digital technologies, (e) the targeted language skills (e.g., speaking, writing), and (f) whether the data come from initial or subsequent iterations of a hybrid course. Additionally, we offer directions for future research regarding the substantive and methodological issues in the hybrid language instruction domain. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01