A quasi-experiment on using guided mobile learning interventions in ESL classrooms: Time use and academic performance

Abstract

This quasi-experimental study examined a guided learning approach towards the use of mobile devices and investigated the performance of language learners who were guided in the usage. A total of 419 students from two faculties were invited to participate in this 8-week intervention, 155 participants in the control group and 264 in the experimental group. In the experimental group, the researchers incorporated guided activities Module Intervention Model (MIM) using mobile devices into the ESL lessons whereas the control group lessons were without guided activities. Participants from both groups were asked to record their daily mobile device use for activities related to English language learning using an online form. These data were compared to the results of the tests conducted pre-and post-treatment. At the end of the study, students who received guided language activities utilizing the mobile devices had significantly higher levels of language performance than control group students. However, treatment group students who spent more time using mobile devices to learn the language did not display better performance compared to those who spent minimal time. This finding re-established the importance of guided activities as intervention to facilitate students' learning and points to the need for curricular modernization and faculty development in the instructional use of technology. Due to the increased need for online instruction precipitated by "social distancing and isolation' required to overcome the coronavirus pandemic, the need for faculty to acquire skills in guided use of mobile devices for school-related learning is anticipated to be greater than ever.

Mobile-assisted and gamification-based language learning: a systematic literature review

“…Mplus is a statistical modeling program that allows researchers to analyze the data used by Cheon et al (2012) , whereas ‘Wenjuan Wang’ an online tool to analyze data used in China by Zhang (2016) . ‘Facets,’ ‘Google Firebase,’ ‘Notes taking,’ online tool, and ‘Google Sheet’ used by Uematsu (2012) , Pham, Nguyen & Chen (2017) , Hazaea & Alzubi (2018) , Kohnke, Zhang & Zou (2019) and Ng et al (2020) , respectively. In this literature review, eleven (11) studies did not use any online or desktop application to analyze the data.…”

Uso de los dispositivos móviles en educación superior: relación con el rendimiento académico y la autorregulación del aprendizaje

“…Por otro lado, algunas investigaciones relacionan el uso de los dispositivos móviles con el aumento del rendimiento académico (Barba, Yasaca y Manosalvas, 2015;Martínez, 2016;Qi, 2019;Vergel, Martínez y Zafra, 2015). A su vez, otros estudios demuestran totalmente lo contrario, considerando que producen un efecto negativo (Kates, Wu y Coryn, 2018;Lepp, Barkley y Karpinski, 2015;Ng et al, 2020). En cuanto a la autorregulación, son diferentes las investigaciones que remarcan que la utilización de los dispositivos móviles favorece su desarrollo en el aprendizaje de los estudiantes (Chaves, Trujillo y López, 2016;Henríquez, González y Organista, 2014;Jeno et al, 2019;Rubino, Barberis y Malnati, 2018;Soler et al, 2020).…”

Guided Mobile Learning for English Language Teaching: The Teachers’ Perspective

“…The increasing attention on digital technology engagement has consequently contributed to the integration of media use in language teaching and learning. Due to the importance of technology integration in making educational approaches relevant for 21 st century learners [6,7,8] mobile learning has been adopted by the language instructors at Universiti Malaysia Kelantan (UMK). Apart from the consideration of using mobile devices in learning due to their popularity and practicality, studies have also suggested guided usage of mobile devices in learning is necessary and that studies need to focus on this matter as there are conflicting views.…”

“…Apart from the consideration of using mobile devices in learning due to their popularity and practicality, studies have also suggested guided usage of mobile devices in learning is necessary and that studies need to focus on this matter as there are conflicting views. Based on the findings of previous research conducted on the effectiveness of guided mobile learning, it has been found that several factors may impact on its effectiveness including the mobile learning engagement time which has been found to impact on the learners' performance [6].…”