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The Effect of Using Technology in L2 Listening: A Meta-Analysis of Studies From 1980 to 2020

The Effect of Using Technology in L2 Listening: A Meta-Analysis of Studies From 1980 to 2020

Tingting Kang
Copyright: © 2021 |Pages: 30
ISBN13: 9781799878766|ISBN10: 1799878767|ISBN13 Softcover: 9781799878773|EISBN13: 9781799878780
DOI: 10.4018/978-1-7998-7876-6.ch001
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MLA

Kang, Tingting. "The Effect of Using Technology in L2 Listening: A Meta-Analysis of Studies From 1980 to 2020." Design Solutions for Adaptive Hypermedia Listening Software, edited by Vehbi Turel, IGI Global, 2021, pp. 1-30. https://doi.org/10.4018/978-1-7998-7876-6.ch001

APA

Kang, T. (2021). The Effect of Using Technology in L2 Listening: A Meta-Analysis of Studies From 1980 to 2020. In V. Turel (Ed.), Design Solutions for Adaptive Hypermedia Listening Software (pp. 1-30). IGI Global. https://doi.org/10.4018/978-1-7998-7876-6.ch001

Chicago

Kang, Tingting. "The Effect of Using Technology in L2 Listening: A Meta-Analysis of Studies From 1980 to 2020." In Design Solutions for Adaptive Hypermedia Listening Software, edited by Vehbi Turel, 1-30. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7876-6.ch001

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Abstract

Due to the nature of listening, multiple media tools have been utilized in second language (L2) listening instruction for a long time. This chapter recruited the most recently published empirical studies in addition to the meta-analysis conducted in 2015 (Kang) and analyzed available evidence on the effects of different multiple media tools on L2 listening comprehension. The results revealed a medium-to-large effect of multiple media tools on listening comprehension in between-group designs (Cohen's d = .70), which was almost identical to the result observed five years ago. The effects of individual multiple media tools have also been statistically synthesized. Moderator analysis could help L2 educators and test developers make decisions on applying different multiple media tools in the fields of L2 instruction and assessment. Specifically, subtitles, captions, as well as self-regulated listening and slow speed were recommended to teachers and test developers as a means to improve learners' listening comprehension.

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