Effects of Blended Language Learning on EFL Learners' Language Performance: An Activity Theory Approach

Autor/in	Li, Rui
Titel	Effects of Blended Language Learning on EFL Learners' Language Performance: An Activity Theory Approach
Quelle	In: Journal of Computer Assisted Learning, 38 (2022) 5, S.1273-1285 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Rui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12697
Schlagwörter	Blended Learning; English (Second Language); Second Language Learning; Language Proficiency; Effect Size + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz
Abstract	Background: Despite a great deal of studies on blended language learning, synthesized empirical evidence of its effects on language performance is still lacking. Objectives: To bridge the gap, this study aimed to meta-analyse the effects of blended language learning on EFL learners' language performance. Methods: Drawing on the framework of AT (Activity Theory), this paper reported results based on a meta-analysis of the effects of blended language learning on EFL (English-as-a-foreign-language) learners' language performance with 43 valid effect sizes from 39 experimental and quasi-experimental studies published during 2000-2021. Results and Conclusions: The results showed that the overall effect size was significantly moderate for language performance, suggesting that blended language learning is more effective than traditional methods. The moderating effects of AT-related moderators were analysed. The educational levels, intervention durations, geographic regions and software types were found to be significant moderators, while others did not find a significant moderating effect. Implications: The results also provided some practical insights into the pedagogical implications for teachers, practitioners, and researchers in blended language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01