The Effect of Computer-Mediated vs. Face-to-Face Instruction on L2 Pragmatics: A Meta-Analysis
This paper reports the results of a meta-analysis of studies on the effects of instruction mode on learning second language pragmatics during the last decade (from 2006 to 2016). After establishing related inclusion/ exclusion criteria, 39 published studies were retrieved and included in the present meta-analysis. Studies were later coded for face-to-face and computer-assisted mode of instruction. Statistical procedures were applied to obtain effect sizes. It was found that Computer-Assisted-Language-Learning studies generated larger effects than Face-to-Face instruction.
Meta-analysis, effect size, pragmatics, computer-assisted language learnin, face-to-face instruction, comprehensive meta-analysis software.