Integrating self-paced mobile learning into language instruction: impact on reading comprehension and learner satisfaction

Wang, Yen-Hui

doi:10.1080/10494820.2015.1131170

Cited by 53 publications

(36 citation statements)

References 14 publications

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“…The results of our research contribute to the understanding of how features of adults as learners can be considered in teaching ESP at university level and what learning methods teachers may find suitable for that purpose. Our findings are in line with those obtained by a number of authors who studied the specifics of English language learning by adults (Kukulska-Hulme & Viberg, 2018;Ainoutdinova & Ainoutdinova, 2017;Vikulina & Obdalova, 2017;Cheng, 2017;Wang, 2017;Klimova, 2018;Beseghi, 2017;Avci & Adiguzel, 2017;Lavrysh, 2016;Chugai, Terenko & Ogienko, 2017;Lytovchenko, 2016a) and, in view of characteristic features of adults as learners, emphasised that language learning for adults must be flexible, interactive, meet students' personal and professional needs, provide peerand self-evaluation, active engagement and cooperation, cultural authenticity, motivation and possibilities of immediate implementation of its results into practice.…”

Section: Discussionsupporting

confidence: 92%

Teaching English for Specific Purposes to Adult Learners at University: Methods That Work

Lytovchenko

Ogienko

Sbruieva

et al. 2018

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As more and more adults in Ukraine and other countries continue to study throughout their lives and may acquire more than one qualification, the average age of students of higher education institutions is increasing, and therefore the foreign language learning at university should be organised in the same way as with working adults. In this regard, it is important to understand that a modern student is an adult learner who has a number of characteristic features that distinguish him/her from a child as a learner and thus should be considered in the learning process. In our article, based on the practical experience of English language teachers of the

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Section: Discussionsupporting

confidence: 92%

Teaching English for Specific Purposes to Adult Learners at University: Methods That Work

Lytovchenko

Ogienko

Sbruieva

et al. 2018

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“…Thus, further hypotheses on the effect of PEU on PU and how both variables affect hospitality students' intention to use M-Learning were posited in this study. Considering the applicability and usability of M-Learning in promoting students' self-learning, the results of a prior study by Wang [22] affirmatively support this statement. Nevertheless, pertinent research on the effectiveness of using M-Learning in hospitality courses for students' self-learning is still lacking, which necessitates the seventh research hypothesis posited in this study.…”

Section: A Proposed Model and Research Hypothesessupporting

confidence: 70%

Examining Effectiveness of m-Learning in Hospitality Education with Revised Technology Acceptance Model

Hsu¹,

Tourism²,

Chen³

2018

IJIET

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Abstract-This study explored the effectiveness of using mobile devices in the learning of hospitality subjects. Four hundred and thirty-seven (437) high school students in a hospitality program in Taiwan participated in this survey and the revised technology acceptance model (TAM) was adopted as the major research instrument. Seven research hypotheses were posited. The results of statistical analysis indicated that participants regarded perceived ease of use (PEU) as being more important than perceived usefulness (PU) when M-Learning (a combination of mobile device and e-learning) is designed to be integrated in teaching and learning hospitality subjects. Five of the seven research hypotheses were supported by the structural equation model (SEM). Specifically, this study found that the genre of courses (academic course and practical course) did not significantly lead to either PEU or PU but it resulted significantly in participants' having different behavioral intention to use (IU) M-Learning. Moreover, PEU as well as PU were significantly related to IU. Counterintuitively, IU has a significantly negative effect on the effectiveness of self-learning.

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“…If a study included results of multiple experiments or subgroups, the effect sizes were calculated separately for each sample. For example, Wang [3] studied the effects of using mobile devices on comprehensive reading with three different majors in post-secondary school: business administration, information management, and tourism management. In this case, three independent effect sizes were extracted.…”

Section: Extraction and Calculation Of Effect Sizesmentioning

confidence: 99%

“…With the rapid growth of mobile technologies as well as the explosion in the number of educational applications and mobile devices, a large number of studies have been conducted about the use of mobile devices in education [1][2][3][4]. Widespread ownership of mobile devices has cued researchers to pay attention to mobile devices as potential media to deliver learning content [5][6][7], and to consider how to use mobile devices as pedagogical support tools [8,9].…”

Section: Introductionmentioning

confidence: 99%

The Effects of Using Mobile Devices on Student Achievement in Language Learning: A Meta-Analysis

et al. 2018

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The use of mobile technologies has recently received great attention in language learning. Most research evaluates the effects of employing mobile devices in language learning and explores the design of mobile-learning interventions that can maximize the benefits of new technologies. However, it is still unclear whether the use of mobile devices in language learning is more effective than other instructional approaches. It is also not clear whether the effects of mobile-device use vary in different settings. Our meta-analysis will explore these questions about mobile technology use in language learning. Based on the specific inclusion and exclusion criteria, 22 d-type effect sizes from 20 studies were calculated for the meta-analysis. We adopted the random-effects model, and the estimated average effect was 0.51 (se = 0.10). This is a moderate positive overall effect of using mobile devices on language acquisition and language-learning achievement. Moderator analyses under the mixed-effects model examined six features; effects varied significantly only by test type and source of the study. The overall effect and the effects of these moderators of mobile-device use on achievement in language learning are discussed.

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Integrating self-paced mobile learning into language instruction: impact on reading comprehension and learner satisfaction

Cited by 53 publications

References 14 publications

Teaching English for Specific Purposes to Adult Learners at University: Methods That Work

Teaching English for Specific Purposes to Adult Learners at University: Methods That Work

Examining Effectiveness of m-Learning in Hospitality Education with Revised Technology Acceptance Model

The Effects of Using Mobile Devices on Student Achievement in Language Learning: A Meta-Analysis

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