Small group sizes produced the largest CMC effect compared with no grouping or groups of more than 3 students¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r1 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Among grouping configurations, small group sizes yielded the largest effect sizes, exceeding both no grouping and groups with more than 3 students. → Lin 2012 q3 i? Group size was identified as a potential moderator of CMC's overall effectiveness. → Lin 2012 (2)

Evidence¶

Lin 2012¶

Lin, H. (2012). The Effectiveness of Computer-Mediated Communication on SLA: A Meta-Analysis and Research Synthesis. In L. Bradley & S. Thouësny (Eds.), CALL: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, Proceedings. Research-publishing.net. https://eric.ed.gov/?id=ED574920

q3 · i? · quant-synthesis · r1

Reported tentative finding of the meta-analysis on grouping as a moderator: "small group sizes produced the largest effect compared to no grouping at all or groups with more than 3 students". No effect size per grouping condition is printed.

"(c) small group sizes produced the largest effect compared to no grouping at all or groups with more than 3 students"

Lin 2012 (2)¶

Lin, H. (2012). The Effectiveness of Computer-Mediated Communication on SLA: A Meta-Analysis and Research Synthesis. In L. Bradley & S. Thouësny (Eds.), CALL: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, Proceedings. Research-publishing.net. https://eric.ed.gov/?id=ED574920

q3 · i? · quant-synthesis · r1

Results section naming group size among the moderator variables examined: "task type, group size, participants' educational level, CMC mode, CMC tool and outcome measures were potential moderators".

"this meta-analysis found that task type, group size, participants' educational level, CMC mode, CMC tool and outcome measures were potential moderators that would affect the overall effectiveness of CMC intervention"

Discussion¶

Related Claims¶

• A majority of CMC studies (79%) produced effect sizes favoring CMC, while 21% favored face-to-face or non-computer-mediated communication — related
• Mixed courses show the largest effect among teaching types (ES = 1.34), and effects decline as group size increases beyond 2–3 members — possibly the same claim (merge candidate)
• Small group and one-to-one interventions produced larger literacy gains for FSM pupils than whole class or whole school approaches — related
• Among language-only interventions, instructional practices and one-on-one or small-group delivery produced significantly larger language gains than curricula and large-group or whole-class delivery — related
• CMC integration yields an overall small-to-medium positive effect (d = .554) on L2 learning outcomes compared with face-to-face communication — a broader claim this one bears on