A meta-analysis of the relative effectiveness of technology-enhanced language learning on ESL/EFL writing performance: retrospect and prospect

Abstract

In recent years, there has been an upsurge of interest in the use of computer technologies for L2 writing instruction. Many researchers have empirically investigated the effects of the applications of educational technologies on language learners’ writing performance and have highlighted the effectiveness of the use of educational technology in writing classes (Howell et al., 2021; Lan et al., 2019; Rahimi & Fathi, 2021). The aim of the present meta-analysis was threefold: (1) to examine the overall effectiveness of the applications of educational technology on English as a Second/Foreign Language (EFL/ESL) writing performance, (2) to investigate the substantive factors leading to between-study variation, and (3) to provide a genre-specific technology analysis. Sixty-four studies meeting the inclusion criteria were synthesized in this review. The results revealed that the applications of technology produce a large positive effect (g = 1.00) on EFL/ESL learners’ writing performance. Moderator analyses, which were conducted with some study features, also led to the identification of two statistically significant moderator variables, i.e., genre of writing and type of technology. The results of meta-regression showed that there is a significant relationship between type of technology, genre of writing, and the overall effect size of the applications of educational technology. Pedagogical implications are discussed, and the future prospects for the use of technology-enhanced language learning (TELL) in the area of ESL/EFL writing instruction are presented.

Keywords:

• Technology-enhanced language learning
• writing performance
• meta-analysis

Disclosure statement

The authors declare no potential conflicts of interests with respect to the authorship or publication of this paper.

Additional information

Notes on contributors

Masumeh Sadat Seyyedrezaei

Masumeh Sadat Seyyedrezaei holds a Ph.D. in applied linguistics and is currently a lecturer at the University of Isfahan, Iran. Her main research interests include Computer-Assisted Language Learning (CALL), language teaching and learning, second language writing, sociolinguistics, and meta-analysis.

Mohammad Amiryousefi

Mohammad Amiryousefi is a full-time Associate Professor in Applied Linguistics (TESOL) at the University of Isfahan, Iran. His primary areas of teaching are research design for applied linguistics and language teaching methodology. His main research interests are in the areas of language teaching and learning, second language skills, CALL, and TBLT.

Ana Gimeno-Sanz

Ana Gimeno-Sanz is a Professor of English and Applied Linguistics at Universitat Politècnica de València, Spain. She was the president of EUROCALL, the European Association for Computer-Assisted Language Learning. She is head of UPV’s CAMILLE Research Group, devoted to research in CALL. Her areas of research are language learning and teaching, more specifically in the fields of English for Specific Purposes (ESP), Computer-Assisted Language Learning (CALL), and Content and Language Integrated Learning (CLIL).

Mansoor Tavakoli

Mansoor Tavakoli is a Professor of Applied Linguistics at the University of Isfahan, Iran. He has been teaching TEFL courses at the University of Isfahan at B.A., M.A., and Ph.D. levels for almost two decades. His research interests include: second language acquisition, language teaching and assessment, and EAP education.