Corrective Feedback Through Mobile Apps for English Learning: A Review

Guanuche, Adriana; Eiriz, Osana; Espí, Roberto

doi:10.1007/978-3-030-46785-2_19

Cited by 3 publications

(1 citation statement)

References 53 publications

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“…It is to be noted that these calculations of overall ES are substantially larger than those reported in nearly all previous MALL meta-analyses that specifically target learning outcomes. Of the 11, five (Burston, 2015;Eutsler et al, 2020;Guanuche, Eiriz & Espí, 2020;Kamasak et al, 2020;Klimova & Zamborova, 2020) do not calculate ES at all. For the six that do, the overall effectiveness of experimental MALL implementations in all but one is calculated as moderate, varying between 0.51 and 0.722.…”

Section: Overall Mall Studies Effect Size Calculationmentioning

confidence: 99%

MALL language learning outcomes: A comprehensive meta-analysis 1994–2019

Burston¹,

Giannakou²

2021

ReCALL

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The aim of this study is to comprehensively evaluate quantitative experimental mobile-assisted language learning (MALL) studies published between 1994 and 2019 that meet minimal conditions of research design and statistical analysis. Starting with a bibliographical database of 1,144 references to experimental MALL implementations, of which there were 700 objectively substantiated by quantitative experimental language learning outcomes, only 84 experimental MALL studies met the inclusion requirements. Their analysis addresses two critical sets of research questions. First, what are the general characteristics of the selected studies and, second, what are their language learning outcomes in terms of measured effect size. Nine general characteristics are considered: publication source, chronological distribution, country of origin, institutional environment, sample size, intervention duration, targeted language, language learner competence level, and learning focus. Effect size was calculated separately for between-group (independent, experimental) and within-group (quasi-experimental) treatment studies. In both cases, the overall results were quite large: 0.72 for the former and 1.16 for the latter. An analysis of four critical moderator variables (language learner competence level, language area focus, institutional environment, and intervention duration) revealed similarly large effect sizes. Notwithstanding, analysis of the data also confirmed obvious publication bias and a very high level of heterogeneity that frequently approached 100%. The relevance of positive language learning outcome conclusions thus needs to be tempered by these shortcomings.

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Section: Overall Mall Studies Effect Size Calculationmentioning

confidence: 99%

MALL language learning outcomes: A comprehensive meta-analysis 1994–2019

Burston¹,

Giannakou²

2021

ReCALL

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Metacognitive Strategies in Learning English Grammar for A1 Level Students

Lapo,

Guanuche

2024

Studies in Systems, Decision and Control

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Digital Technology and Language Learning

Tomita

2023

Reconceptualizing Language Norms in Multilingual Contexts

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The advancement of digital technologies allows us to communicate in plurilingual contexts without learning additional languages. This makes the author wonder what learning languages means in today's technologically advanced environment. Therefore, this chapter explores the meaning of learning languages and taking language courses from multiple theoretical perspectives, including ecology, digital nature, agency and emotions in the action-oriented approach, and instructed second language acquisition. Using the concept of digital nature, the chapter argues that technology has provided us with freedom from the pressure to memorize and process a great deal of information owing to “our” externally existing knowledge (i.e., the internet) and magical tools such as real-time translation apps. The chapter discusses how this freedom allows us to exert our agencies, utilize noise for creativity and innovation, and take risks to learn languages through the fine-tuned delicate art of work, or teaching, valued in digital nature.

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Corrective Feedback Through Mobile Apps for English Learning: A Review

Cited by 3 publications

References 53 publications

MALL language learning outcomes: A comprehensive meta-analysis 1994–2019

MALL language learning outcomes: A comprehensive meta-analysis 1994–2019

Metacognitive Strategies in Learning English Grammar for A1 Level Students

Digital Technology and Language Learning

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