The literature into the effectiveness of mobile language learning applications on language outcomes remains scarce. In the current research, we sought to determine whether experimentally validated mobile applications for language acquisition exist and what learning principles could contribute to optimal learning with mobile applications. We conducted a meta-analysis on the current experimental literature assessing learning outcomes while using mobile-based language applications. We found a strong overall effect (g=1.03, k=27) of learning achievement using mobile language applications. An adjusted effect size of g=0.71 was discovered after publication bias correction, revealing significant publication bias in the field. We also found insufficient power in over half of included studies. Our results demonstrate that experimentally validated applications exist and provide evidence for mobile applications as a tool for second language learning. However, findings should be treated with caution as publication bias and low power present in the field could skew the effects. Future studies should replicate and extend the current observations with adequately powered experiments.
Why we remember emotional events with an increased subjective sense of remembering (SSR) is unclear. SSR for neutral events is linked to memory for various kinds of details. Using the Remember/Know paradigm, participants provided written justifications of their Remember responses indicating what they specifically recollected about a negative or neutral photo seen during encoding. Crucially, Remember responses for negative photos were more often linked to memory for details of the stimuli (intrinsic details) versus details related to external associations (extrinsic details) or emotional reaction at encoding, suggesting that memory for intrinsic details underlies the enhanced SSR of negative stimuli.
Mobile language learning applications are a pervasive facet of modern life, however evidence on their effectiveness on L2 learning outcomes is lacking. In the current work, we sought to determine the effect of mobile language learning applications on L2 proficiency between groups who used mobile language learning applications and control groups who learned with traditional methods on L2 achievement. We systematically searched journal articles and grey literature between 2007-2019 and performed a quantitative meta-analysis based on 23 synthesized effect sizes. We also performed risk of bias and quality of evidence assessments on our included papers. We found a moderate-to-strong overall effect (g = 0.88) of learning achievement using mobile language applications compared to control groups who learned with traditional approaches. At the same time, we found high risk of bias and low quality of evidence across all included studies. Our results provide evidence for mobile applications as a beneficial tool for second language learning. However, findings should be treated with caution due to risks of high bias and low quality of evidence. Improvements for future studies are discussed.
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