Keywords: meta-analysis, effect sizes, evaluation, educational technology, quantitative methods
Meta-analysis, a statistical method of systematic and quantitative review, is popular in second language acquisition research. Its ability to examine and extract quantitative data from studies, then to summarize and indicate effects across study outcomes would potentially benefit future research on testing controversial theories and exploring new topics. The integration of information and communication technology (ICT) tools in second language acquisition (SLA) has been a social and sociological concern. While new technologies hurtle educators and scholars forward into an e-learning era, the effect of using ICT tools in SLA remains unclear. This research uses a method of meta-analysis to synthesize empirical research on the topic of using ICT tools in SLA by retrieving, integrating and interpreting empirical results from primary studies, as well as providing a view to minimizing publication bias. We first developed a written protocol for searching, trimming and coding a series of related studies, following with data retrieve and analysis using Hedge’s g under random effect size model. Computed mean effect size was reported to examine the overall effect of ICT tools for SLA learning outcome, with a report of assessment of potential publication bias in the field. Results of this meta-analysis provide insights regarding what type of ICT tools might generate better learning outcomes. We also include a subgroup analysis and a moderator analysis to identify possible moderators affecting ICT SLA learning outcomes.