By the same authors

From the same journal

From the same journal

A systematic review of CALL in English as a second language: Focus on primary and secondary education

Research output: Contribution to journalArticlepeer-review

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A systematic review of CALL in English as a second language : Focus on primary and secondary education. / Macaro, E.; Handley, Zoe Louise; Walter, Catherine.

In: Language Teaching, Vol. 45, No. 01, 01.2012, p. 1-43.

Research output: Contribution to journalArticlepeer-review

Harvard

Macaro, E, Handley, ZL & Walter, C 2012, 'A systematic review of CALL in English as a second language: Focus on primary and secondary education', Language Teaching, vol. 45, no. 01, pp. 1-43. https://doi.org/10.1017/S0261444811000395

APA

Macaro, E., Handley, Z. L., & Walter, C. (2012). A systematic review of CALL in English as a second language: Focus on primary and secondary education. Language Teaching, 45(01), 1-43. https://doi.org/10.1017/S0261444811000395

Vancouver

Macaro E, Handley ZL, Walter C. A systematic review of CALL in English as a second language: Focus on primary and secondary education. Language Teaching. 2012 Jan;45(01):1-43. https://doi.org/10.1017/S0261444811000395

Author

Macaro, E. ; Handley, Zoe Louise ; Walter, Catherine. / A systematic review of CALL in English as a second language : Focus on primary and secondary education. In: Language Teaching. 2012 ; Vol. 45, No. 01. pp. 1-43.

Bibtex - Download

@article{e01c28647e3349489fddb4718a2cb94f,
title = "A systematic review of CALL in English as a second language: Focus on primary and secondary education",
abstract = "After explaining why consideration of the use of technology in second language (L2) teaching in the primary and secondary sectors is necessary, this systematic review presents a keyword map of 117 papers that have researched technology in L2 learning since 1990. It reveals that research effort has increased, in these educational phases, in line with technological developments and that there have been important differences in the adoption of applications between the primary and secondary sectors. We then provide an in-depth review of 47 post-2000 studies which investigate the efficacy of technology in the teaching of L2 English. We ask what technology has been used in the new century and why, what evidence there is that technology facilitates language learning, and what other insights can be drawn from the research in this field. The evidence that technology has a direct beneficial impact on linguistic outcomes is slight and inconclusive, but it may impact indirectly and positively by changing learner attitudes and learning behaviours and may promote collaboration. However, the research surveyed does not differentiate these positive impacts by group differences (e.g. gender). On the whole the research reviewed lacked the quality that would reassure practitioners and policy-makers that technological investment is warranted. We argue that future research needs to provide a tighter link between technological applications, Second Language Acquisition (SLA) theory, and learning outcomes.",
author = "E. Macaro and Handley, {Zoe Louise} and Catherine Walter",
year = "2012",
month = jan,
doi = "10.1017/S0261444811000395",
language = "English",
volume = "45",
pages = "1--43",
journal = "Language Teaching",
issn = "0261-4448",
publisher = "Cambridge University Press",
number = "01",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - A systematic review of CALL in English as a second language

T2 - Focus on primary and secondary education

AU - Macaro, E.

AU - Handley, Zoe Louise

AU - Walter, Catherine

PY - 2012/1

Y1 - 2012/1

N2 - After explaining why consideration of the use of technology in second language (L2) teaching in the primary and secondary sectors is necessary, this systematic review presents a keyword map of 117 papers that have researched technology in L2 learning since 1990. It reveals that research effort has increased, in these educational phases, in line with technological developments and that there have been important differences in the adoption of applications between the primary and secondary sectors. We then provide an in-depth review of 47 post-2000 studies which investigate the efficacy of technology in the teaching of L2 English. We ask what technology has been used in the new century and why, what evidence there is that technology facilitates language learning, and what other insights can be drawn from the research in this field. The evidence that technology has a direct beneficial impact on linguistic outcomes is slight and inconclusive, but it may impact indirectly and positively by changing learner attitudes and learning behaviours and may promote collaboration. However, the research surveyed does not differentiate these positive impacts by group differences (e.g. gender). On the whole the research reviewed lacked the quality that would reassure practitioners and policy-makers that technological investment is warranted. We argue that future research needs to provide a tighter link between technological applications, Second Language Acquisition (SLA) theory, and learning outcomes.

AB - After explaining why consideration of the use of technology in second language (L2) teaching in the primary and secondary sectors is necessary, this systematic review presents a keyword map of 117 papers that have researched technology in L2 learning since 1990. It reveals that research effort has increased, in these educational phases, in line with technological developments and that there have been important differences in the adoption of applications between the primary and secondary sectors. We then provide an in-depth review of 47 post-2000 studies which investigate the efficacy of technology in the teaching of L2 English. We ask what technology has been used in the new century and why, what evidence there is that technology facilitates language learning, and what other insights can be drawn from the research in this field. The evidence that technology has a direct beneficial impact on linguistic outcomes is slight and inconclusive, but it may impact indirectly and positively by changing learner attitudes and learning behaviours and may promote collaboration. However, the research surveyed does not differentiate these positive impacts by group differences (e.g. gender). On the whole the research reviewed lacked the quality that would reassure practitioners and policy-makers that technological investment is warranted. We argue that future research needs to provide a tighter link between technological applications, Second Language Acquisition (SLA) theory, and learning outcomes.

UR - http://www.scopus.com/inward/record.url?scp=82155192276&partnerID=8YFLogxK

U2 - 10.1017/S0261444811000395

DO - 10.1017/S0261444811000395

M3 - Article

VL - 45

SP - 1

EP - 43

JO - Language Teaching

JF - Language Teaching

SN - 0261-4448

IS - 01

ER -