Grgurovic, M. et al. (2013). A meta-analysis of effectiveness studies on computer technology-supported language learning. ReCALL, 25(2), 164–198.
This article answers the question policy makers and language teachers might ask about what research has shown about the comparison between classes in which CALL is used and those in which computer technology is not used for language learning. In summary, the results of 36 years of research show that computer-assisted language learning is not inferior to traditional classroom teaching. The authors looked at studies that compared the two methods between 1970 and 2006. The studies chosen were winnowed from three electronic databases, a manual search of six journals and an extensive set of criteria that excluded all but 37 of the 200 studies found. One of their findings is that the overwhelming majority of studies were conducted in a higher education setting, with English being the number one language studied. There is no mention of adult settlement language in the list of settings but there was one adult literacy study. This paper underscores the importance of research design and submitting research on topics like Blended Learning in adult settlement programs to databases and journals like the ones included here.
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