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

Abstract

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.

Pengembangan Aplikasi Android sebagai Bahan Pengajaran

“…Dengan melihat adanya potensi positif dari penggunaan smarthpone pada kalangan mahasiswa, dosen dapat memaksimalkan hasil belajar mahasiwa dengan lebih mengorganisir pembelajaran khususnya pembelajar bahasa. Selain itu pembelajar juga lebih termotivasi, tertarik dan gembira mengikuti proses pembelajaran, dan meningkatkan kemampuan pelajar dengan cara yang positif Cavus (2016); Cavus and Ibrahim (2009); Chen and Hsu (2008); Cho et al (2018); Hsu et al (2008) . Sehingga disimpulkan bahwa, intergrasi smarthpone ke dalam proses pembelajaran dapat meningkatkan keefektifan belajar.…”

Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities

“…A keyword-based search focused on "systematic review" OR "meta analysis" OR "literature review" AND "educational technology", conducted in April 2019, yielded a small number of studies that addressed the specific context of English as a second language (ESL) and English as a foreign language (EFL), as a discipline within arts and humanities (A&H) (United Nations Educational, Scientific and Cultural Organization Institute for Statistics [UNESCO] Institute for Statistics, 2015). However, the focus of three meta-analyses identified was not on the greater concept of student engagement, but rather primarily on achievement (Chang & Lin, 2013;Chiu, Kao, & Reynolds, 2012;Cho, Lee, Joo, & Becker, 2018), whilst other reviews found blended learning in ESL/EFL to be one way to enhance motivation (Albiladi & Alshareef, 2019), and another reviewed how language learning, mediated through digital games, influenced student learning outcomes on different levels (Hung, Yang, Hwang, Chu, & Wang, 2018). Therefore, in order to gain a broader overview, and to deepen insights into technology use within the field of A&H, the following research questions guide this analysis:…”

Growing Media Skills and Know-How In Situ: Technology-Enhanced Practices and Collaborative Support in Mobile News-Reporting

“…The need for constant and on-demand support in these technologies and generally for the cultivation of digital literacy is among the contemporary priorities of the society. Furthermore, the proliferation of mobile devices (smartphones and tablets) and their communicative capabilities have intensified their role in technology-enhanced learning and everyday informatory services [1,[6][7][8][9][10][11][12][13]. In this direction, mobile journalism (mojo) forms a representative example, in which both new tools (i.e., mojo apps for journalists and targeted audience) and learning resources have to be produced, shaped, and adapted to the users' needs and preferences [14][15][16].…”