Jul 2026· Education and Science· Vol 51, pp. 709-729· 0 citations· 71 references
Abstract
The primary objective of this study is to examine the effect of material usage on academic achievement in the teaching of Turkish as a foreign language. The study was conducted using the meta-analysis method in line with this objective. The meta-analysis method is a quantitative paradigm-based approach that brings together independent studies for a specific purpose, analyzes their numerical data, and reaches a conclusion. The study includes 33 meta-analysis-eligible studies conducted between 2015 and 2024, both domestically and internationally, on the teaching of Turkish as a foreign language. The National Thesis Center, Google Scholar, Ulakbim Keşif, YÖK Akademik, and Web of Science search tools were used in the data collection phase. Reliability and validity analyses were performed, and no publication bias was found. Subgroups were created in the study regarding the year of publication, type of publication, type of school, four basic language skills, and types of materials, and moderator/subgroup analyses were performed. Microsoft Excel and Comprehensive Meta Analysis (CMA) Version 4.0.0 software were used for data analysis. The research concluded that material use has a positive effect on academic achievement at a “very large (d=1.126)” level. Moderator analyses revealed that the effect values were large for all subgroups, and no significant differences were observed between them. Based on the findings of the study, it was concluded that in Turkish language teaching as a foreign language, all types of materials have a positive effect on academic achievement at every level and for every skill type.
Background and Purpose: This bibliometric analysis study provides a detailed analysis of the landscape of research on technology-mediated English language skills teaching and learning over the past decade. The goal is to shed light on the most popular subjects, prolific authors, publications, and countries involved. By examining 209 documents retrieved from the Scopus database from 2014-2023, this study aims to reveal significant trends and insights into the evolution of technology-mediated teaching and learning processes.
Methodology: The study utilises bibliometric analysis, with data collection conducted following the PRISMA guidelines. It employed tools such as VOSviewer, Excel, and Tableau. The research involves quantitative metrics to graphically represent publication trends, country contributions and collaborations, prolific authors, and recurring research themes.
Findings: The analysis shows a significant rise in technology-mediated English language teaching publications since 2021, led by the United States, China, and Malaysia. Key topics include e-learning, communication skills, computer-assisted teaching, pandemic's impact, speech recognition, and teaching, highlighting central themes and collaborative networks.
Contributions: It highlights critical trends and areas of focus in technology-mediated English language education. It underscores the importance of prioritising research on technological media in language education and suggests future research directions to enhance English language proficiency, particularly speaking skills.
Keywords: Bibliometric analysis, technology mediated in teaching and learning, English-speaking skills.
Cite as: Khofifah, I., & Yahya, N. (2026). A decade of research on technology-mediated English language proficiency enhancement: A bibliometric analysis. Journal of Nusantara Studies, 11(2), 477-491. http://dx.doi.org/10.24200/jonus.vol11iss2pp477-491
Iif Khofifah, Nurhidayah Yahya· Journal of Nusantara Studies...· 0 citations
This systematic review research paper aims to analyse the impact of the use of Educational Technology in secondary schools on students’ interest and engagement in learning as well as on their academic achievement. Studies, including short-term research and other research works published between 2015 and 2025, were selected from ERIC, Scopus, Web of Science, Google Scholar, and Indian research sources. A total of 48 studies, including meta-analyses, experimental studies, and quasi-experimental studies, were included. The findings indicate that when technology is integrated with teacher training, active teaching methods, and context-appropriate content, it produces a moderate to high positive effect on students’ interest and a small to moderate positive effect on academic achievement. The impact was found to be relatively greater in Mathematics, Science, and Language subjects. In contexts such as India, inequalities in resources, lack of teachers’ technological-pedagogical knowledge, difficulties faced by teachers, and an overdependence on merely providing technological devices tend to limit the effectiveness of educational technology. The review concludes that technology is not magical in itself; its effectiveness depends on instructional design, the role of the teacher, and the active participation of students.
Shikha Rai, Prof. Lokesh Tripathi· The Voice of Creative Resear...· 0 citations
An updated overview of EFL writing pedagogy is provided, which will be useful for researchers, teachers, educators, and curriculum designers working on development of instructions for modern educational context, keeping in mind the pedagogical rigor.
Esraa Abd Elnaser Mohamed Hassan, R. Mia, Md Shafiqul Islam· International journal of res...· 0 citations
Innovative learning models such as Project-Based Learning, Problem-Based Learning, and Discovery Learning have been widely promoted in Indonesian elementary schools to improve student engagement, yet their overall effect on academic achievement remains scattered across individual, small-scale studies. This study aims to examine the effect of innovative learning on student academic achievement in Indonesia using a meta-analysis approach. Research data were obtained from 20 articles that met the inclusion criteria, namely, quantitative studies with complete data including sample size, mean scores, and standard deviations, published between 2012 and 2021. Data analysis was conducted using a random-effects model with the assistance of JASP software to calculate effect sizes, heterogeneity, and publication bias. The results indicate a high level of heterogeneity (I² = 90.5%), suggesting variations across studies, such as differences in the innovative learning models used (e.g., PjBL, PBL, and others), sample characteristics, grade levels, and learning contexts. The Forest Plot analysis results showed a summary effect size of 0.68 with a 95% confidence interval of 0.55 to 0.81, indicating that innovative learning has a positive effect on student academic achievement. Additionally, the Funnel Plot results using the Trim and Fill method showed no publication bias, so the findings of this study can be considered valid and reliable. Thus, innovative learning has been proven effective in improving student academic achievement in Indonesia.
Purpose: To examine the effect of innovative assessment methods on the academic performance of students in selected public senior and secondary schools in Marsabit County, Kenya.
Methodology: A descriptive research design and a mixed-methods approach were used. The population comprised 43 public secondary schools with a total of 13,531 students. The sample size comprised 309 students, who answered a structured questionnaire. The study conducted a pilot test in Wajir County to assess the validity and reliability of the data collection instruments. The validity of the instruments was ascertained by the use of experts from the Department of Education and also when constructing the questionnaires to align with each objective. Reliability was assessed using Cronbach's alpha. The data from questionnaires were analyzed using descriptive statistics, namely percentages, means, and standard deviations, which helped summarize the key findings. Further, statistical analyses, such as correlation analysis, were also conducted.
Results: The results revealed that the various innovative assessment methods used by teachers included CATs, assignments, quizzes, practical activities, presentations, projects, oral questioning, and end-of-term examinations. These innovative assessment methods improved students' confidence and motivation, as they had the opportunity to receive timely feedback. The Pearson correlation coefficient for the innovative assessment method is r=0.538, at α < 0.003 and a 99% significance level. Therefore, since the significance value was less than 0.05, the study rejected the null hypothesis.
Conclusions and Recommendations: Innovative assessment methods had a significant effect on academic performance, improving students' engagement, motivation, confidence, and understanding. Nevertheless, the study found that inadequate technological resources and funding hindered the consistent implementation of innovative assessment methods in selected public senior and secondary schools in Marsabit County, Kenya. MOE is recommended to provide adequate funding to secondary schools to enable them to acquire ICT infrastructure for implementing technology-based assessments.
Hawo Hassan Golicha, Johnson Ikiugu, Josephine Kanini· Journal of education· 0 citations
There is a substantial increase in publication output between 2019 and 2025, reaching its highest level in 2025, and keyword and thematic analyses revealed the continued prominence of “Educational Technology”, “Digital Learning”, and “Higher Education”.
Rahayu Nurfadilla, Zafrullah, Muhammad Al Ikhsandi Palysa Putra et al.· Jurnal Penelitian Pendidikan...· 0 citations