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The Effect of Videoconferencing on Second-Language Learning: A Meta-Analysis.

¹Department of English Instruction, College of Education, National Tsing Hua University, Hsinchu 300193, Taiwan.

Behavioral Sciences (Basel, Switzerland)

|June 23, 2022

Summary

Videoconferencing shows a positive, medium effect on second-language (L2) listening and speaking skills. Further research is needed due to the limited number of studies analyzed.

Keywords:

meta-analysis second-language learning synchronous computer-mediated communication videoconferencing

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Area of Science:

Educational Technology
Applied Linguistics

Background:

The COVID-19 pandemic necessitated e-learning, with videoconferencing becoming a key tool for instruction.
Videoconferencing has been used in second-language (L2) education to enhance authentic input and interaction.
Existing research on videoconferencing's effectiveness in L2 learning presents mixed findings.

Purpose of the Study:

To systematically synthesize research on the effectiveness of videoconferencing for L2 learning.
To provide statistical evidence on the impact of videoconferencing on L2 development through meta-analysis.

Main Methods:

A systematic meta-analysis was conducted on experimental and quasi-experimental studies.
The analysis focused on control/experimental group comparisons regarding L2 learning outcomes.

Main Results:

Videoconferencing demonstrated a positive, medium overall effect (g = 0.35) on L2 listening and speaking abilities.
The findings are based on a small sample of five studies, requiring cautious interpretation.

Conclusions:

Videoconferencing can be a beneficial tool for enhancing L2 listening and speaking skills.
Further research with a larger study base is recommended to confirm these findings and explore implications for e-learning practices.