The Effects of Collaborative Output Tasks on Second Language Grammar Learning : A Meta-Analysis

• 발행기관: 한국산업기술융합학회(구. 산업기술교육훈련학회)
• 저자명: Hye-Kyoung Jo
• 간행물 정보: 『산업기술연구논문지』제30권 3호, 1~13쪽, 전체 13쪽
• 주제분류: 공학 > 산업공학
• 파일형태: PDF
• 발행일자: 2025.09.30

국문 초록

Collaborative output tasks have been used in teaching grammar,based on Long’s interaction hypothesis and Vygotsky’s sociocultural theory. Many researchers have developed collaborative output tasks designed to intend for learners to focus on language form. Accordingly, many studies have investigated the effects of collaborative output tasks on second language acquisition; however, the findings have been inconsistent, calling for a meta-analysis of these studies. To this end, I conducted a meta-analysis to investigate the effects of collaborative output tasks, which are dictogloss, reconstruction, and text-editing tasks, on L2 grammar learning, particularly for adult learners, with the additional aim of comparing the effects of different types of output tasks. For the effect size calculation, only one effect size was used for each study, because several effect sizes could violate the assumptions of statistical analysis. JAMOVI was used to calibrate the effect sizes across studies. To determine the relative effects of the different types of collaborative output tasks, each effect size was compared by calculating the average effect size for each type of collaborative output task. Based on 16 effect sizes gathered from 12 studies representing 16 independent samples, I found that collaborative output tasks are proved to be effective in L2 grammar learning (p< .001). Further, it is revealed that the effect size for dictogloss is medium (ES = 1.38), and the effect sizes for reconstruction cloze task and editing task are large (ES = 1.62, 2.44).

목차

Ⅰ. Introduction

Ⅱ. Literature review

Ⅲ. METHODS

Ⅳ. RESULTS

Ⅴ. CONCLUSIONS

ACKNOWLEDGEMENTS

References

키워드

Task-Based Language Teaching Collaborative Output Tasks Dictogloss Reconstruction Cloze Tasks Text-Editing Tasks L2 Grammar Learning