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Technology-Mediated Task-Based Language Teaching: A Meta-Analysis.

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Title: Technology-Mediated Task-Based Language Teaching: A Meta-Analysis.
Authors: Bryfonski, Lara1 (AUTHOR) lara.bryfonski@georgetown.edu, Ziegler, Nicole2 (AUTHOR) nziegler@hawaii.edu, Montee, Meg1 (AUTHOR) meg.montee@georgetown.edu
Source: CALICO Journal. 2025, Vol. 42 Issue 3, p472-501. 30p.
Subject Terms: *Second language acquisition, *Computer assisted language instruction, *Contextual learning, *Artificial intelligence, Empirical research, Research protocols
Abstract: Given the explosive growth of technology in the second-language classroom, as well as exponential changes to technology and the advent of artificial intelligence for educational purposes (e.g., Timpe-Laughlin et al., 2023), the current study meta-analyzes empirical studies on diverse implementations of task-based language teaching (TBLT) in technology-mediated contexts published over the last 34 years (1990–2024). An initial 106 primary studies were identified and retrieved through a comprehensive search using online research databases focused on journals in applied linguistics and computer-assisted language learning. After application of inclusion/exclusion criteria, each of the empirical studies selected for inclusion (k = 17) was substantively coded for relevant contextual and demographic variables, such as type of target features, type of interlocutor, research setting, and educational context, as well as for methodological features related to the investigation of TBLT and technology, including study design and statistical reporting. Using a random-effects model, the resulting aggregate effect size across included studies was g =.384. After excluding two potential outliers the final effect was g =.265. The outcomes of a variety of moderator analyses that investigate various technological and study design features, such as type of technology or target language, along with their methodological practices, are also reported. Gaps are discussed in terms of underexplored areas of research and methodological issues, highlighting possibilities for future directions to help the field of technology-related TBLT to move forward. Finally, we make substantive and methodological recommendations for researchers interested in embarking on empirical investigations in technology-mediated TBLT. [ABSTRACT FROM AUTHOR]
Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Technology-Mediated Task-Based Language Teaching: A Meta-Analysis.
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  Data: <searchLink fieldCode="JN" term="%22CALICO+Journal%22">CALICO Journal</searchLink>. 2025, Vol. 42 Issue 3, p472-501. 30p.
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  Data: *<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+assisted+language+instruction%22">Computer assisted language instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Contextual+learning%22">Contextual learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Empirical+research%22">Empirical research</searchLink><br /><searchLink fieldCode="DE" term="%22Research+protocols%22">Research protocols</searchLink>
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  Data: Given the explosive growth of technology in the second-language classroom, as well as exponential changes to technology and the advent of artificial intelligence for educational purposes (e.g., Timpe-Laughlin et al., 2023), the current study meta-analyzes empirical studies on diverse implementations of task-based language teaching (TBLT) in technology-mediated contexts published over the last 34 years (1990–2024). An initial 106 primary studies were identified and retrieved through a comprehensive search using online research databases focused on journals in applied linguistics and computer-assisted language learning. After application of inclusion/exclusion criteria, each of the empirical studies selected for inclusion (k = 17) was substantively coded for relevant contextual and demographic variables, such as type of target features, type of interlocutor, research setting, and educational context, as well as for methodological features related to the investigation of TBLT and technology, including study design and statistical reporting. Using a random-effects model, the resulting aggregate effect size across included studies was g =.384. After excluding two potential outliers the final effect was g =.265. The outcomes of a variety of moderator analyses that investigate various technological and study design features, such as type of technology or target language, along with their methodological practices, are also reported. Gaps are discussed in terms of underexplored areas of research and methodological issues, highlighting possibilities for future directions to help the field of technology-related TBLT to move forward. Finally, we make substantive and methodological recommendations for researchers interested in embarking on empirical investigations in technology-mediated TBLT. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: 2025
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