Scaling Up Intervention Studies to Investigate Real-Life Foreign Language Learning in School
Bibliographic Data
| ID | 24220936 |
|---|---|
| Authors | Detmar Meurers (0000-0002-9740-7442), Kordula De Kuthy (0000-0003-2318-3754), Florian Nuxoll, Björn Rudzewitz, Ramon Ziai |
| Year | 2019 |
| Volume | 39 |
| Pages | 161-188 |
| Publication date | 2019-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Annual Review of Applied Linguistics (BOOK_SERIES) |
| Journal identifiers | ISSN: 0267-1905 • E-ISSN: 1471-6356 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0267190519000126 |
| OpenAlex | W2963507007 |
| Language | EN |
| Citations received | 6 |
| References cited | 44 |
Intervention studies typically target a focused aspect of language learning that is studied over a relatively short time frame for a relatively small number of participants in a controlled setting. While for many research questions, this is effective, it can also limit the ecological validity and relevance of the results for real-life language learning. In educational science, large-scale randomized controlled field trials (RCTs) are seen as the gold standard method for addressing this challenge—yet they require intervention to scale to hundreds of learners in their varied, authentic contexts. We discuss the use of technology in support of large-scale interventions that are fully integrated in regular classes in secondary school. As an experimentation platform, we developed a web-based workbook to replace a printed workbook widely used in German schools. The web-based FeedBook provides immediate scaffolded feedback to students on form and meaning for various exercise types, covering the full range of constructions in the seventh-grade English curriculum. Following the conceptual discussion, we report on the first results of an ongoing, yearlong RCT. The results confirm the effectiveness of the scaffolded feedback, and the approach makes students and learning process variables accessible for the analysis of learning in a real-world context.
Ecological validity · Educational technology · English as a foreign language · foreign language learning · German as a foreign language · scaling up interventions · Secondary schools · EFL/ESL Teaching and Learning · English Language Learning and Teaching · Second Language Acquisition and Learning
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Feasibility of adaptive teaching with technology
Implicit statistical learning and working memory predict EFL development and written task outcomes in adolescents
Global justice and the use of AI in education
The role of memory and instruction in the acquisition of vocabulary and grammar
Distinctions in the Acquisition of Vocabulary and Grammar
Handbook of Learning Analytics
Processability Theory and Teachability
Oral Feedback in Classroom Sla
Focus on form
Second Language Writing Research and Written Corrective Feedback in Sla
Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development
Effectiveness of Intelligent Tutoring Systems
How Large Are Teacher Effects?
Assessing task values in five subjects during secondary school
The Routledge Handbook of Instructed Second Language Acquisition
An Operational Definition of the Emergence Criterion
Validation of the C-test amongst Hungarian EFL learners
Scaling-Up Exemplary Interventions
The Power of Feedback
Interdisciplinary Research at the Intersection of Call, NLP, and SLA
Evidence and Interpretation in Language Learning Research
The Case Against Grammar Correction in L2 Writing Classes
A Shared Platform for Studying Second Language Acquisition
| Unique citing works | 6 |
|---|---|
| Citations per year | 1 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |