| A large body of research has been conducted on the effects of technology-enhanced English vocabulary learning since the1960s (Marty,1981). However, no consensus has been reached yet (Choo, Lin,&Pandian,2012; Mohsen&Balakumarohsen,2011). Despite the fact that some narrative reviews have evaluated and explored these contradictory results, this study aims at quantifying the overall effectiveness of technology-enhanced English vocabulary learning with a different approach to review: meta-analysis and performing in-depth moderator analyses of learning method and test type further.Totally, twenty effect sizes from thirteen pieces of primary research are obtained after collecting related literature published or unpublished in recent ten years via four channels and selecting through three filters. Later, all the primary research is coded and data are computed in random-effects model with software Comprehensive Meta-Analysis.Results show that:(1) Technology has a positively large effect on English vocabulary learning according to Cohen’s standards as proposed in1992(g=1.26, with a95%confidential interval of [0.86,1.66]).(2) Learning methods (intentional learning, incidental learning, and integrated learning) have impacts on the overall effectiveness. Heterogeneity exists in the three learning methods (Q=9.22, p=0.01<0.05). Effectiveness of intentional learning, incidental learning and integrated learning is g-0.61, g=2.14, g=0.98respectively. Incidental learning under technology-enhanced environment yields the largest effectiveness on English vocabulary learning.(3) Test types (recognition tests, recall tests, recognition+recall tests) also have impacts on the overall effectiveness. The three test types are heterogeneous as well (Q=17.04, p=0.000<0.05).Recognition tests, recall tests, and recognition+recall tests have effect sizes of3.59,0.71and0.37respectively. Technology-enhanced English vocabulary learning achieves the largest effectiveness in recognition tests. |
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