A meta-analysis examining technology-assisted L2 vocabulary learning

Abstract This meta-analysis examines the effectiveness of technology-assisted second language (L2) vocabulary learning as well identifies factors that may play a role in their effectiveness. We found 34 studies with 2,511 participants yielding 49 separate effect sizes. Following procedure developed by Hunter and Schmidt (2004), we corrected for sample size bias measurement error. The overall using technology to learn L2 was d = 0.64, which is moderate size. Q statistic indicated significant variability size, so followed up theory-driven moderator analysis. results analysis revealed learners benefited more from incidental instruction than intentional instruction; types assessment were not moderators on learning; effective when target close learner’s first language; college students K–12 students; and, finally, mobile-assisted computer-assisted learning.