A Meta‐Analysis of Hybrid Language Instruction and Call for Future Research

Datos Bibliográficos

ID21360175
AutoresTülay Dixon (0000-0002-4502-2874, Northern Arizona University Department of English 705 S Beaver St Flagstaff AZ 86011, autor de correspondencia), Maryann Christison (0000-0003-3760-0619, University of Utah Department of Linguistics/Urban Institute for Teacher Education 255 S. Central Campus Dr. #2300 Salt Lake City UT 84112, autor de correspondencia), DANIEL H DIXON (0000-0002-0534-2080, Northern Arizona University Department of English 705 S Beaver St Flagstaff AZ 86011, autor de correspondencia), Adrian S Palmer (University of Utah Department of Linguistics 255 S. Central Campus Dr. #2300 Salt Lake City UT 84112, autor de correspondencia)
Año2021
Volumen105
Número4
Páginas792-809
Fecha de publicación2021-12-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaModern Language Journal (JOURNAL)
Identificadores de la revistaISSN: 0026-7902 • E-ISSN: 1540-4781
EditorialWiley (PUBLISHER • GB)
DOI10.1111/modl.12732
OpenAlexW3206734966
IdiomaEN
Citas recibidas6
Referencias citadas16

In this meta‐analysis, we estimate the effectiveness of hybrid language instruction overall and across a number of moderator variables by aggregating effect sizes from 11 studies with 34 samples. Results suggest hybrid language instruction can be just as effective as traditional face‐to‐face (f2f) instruction, as indicated by the negligible differences between hybrid courses and traditional f2f courses ( d = .14). Furthermore, studies employing within‐group designs indicate that students in hybrid language classes can improve their language skills considerably ( d = 1.47). This is a positive finding given that many institutions have experienced a surge in hybrid teaching due to the COVID‐19 pandemic. We also report on a number of moderator variables that can impact the effectiveness of hybrid language courses, including (a) the amount of reduction in f2f time, (b) the use of online activities provided by textbook publishers, (c) the use of a learning management system, (d) advances in digital technologies, (e) the targeted language skills (e.g., speaking, writing), and (f) whether the data come from initial or subsequent iterations of a hybrid course. Additionally, we offer directions for future research regarding the substantive and methodological issues in the hybrid language instruction domain

Coronavirus disease 2019 (COVID-19) · Language acquisition · Machine learning · Mathematics education · Moderation · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching