Effectiveness of Mobile Devices on Vocabulary Learning: A Meta-Analysis

Abstract

Mobile devices are considered as the most widely used information and communication technologies. They have provided great advantages in language learning. This study reports a meta-analysis of the effectiveness of using mobile devices on vocabulary learning. A meta-analysis was conducted on research that compared the outcomes from students learning vocabulary using mobile devices to those learning vocabulary using traditional ways of learning. The meta-analysis examined how effect sizes varied based on learners’ age, type of vocabulary learning (receptive or productive), and aspects of vocabulary used (form, meaning, and use). This meta-analysis examined the effect of using mobile devices on vocabulary learning by reviewing 16 studies involving 986 participants. The use of mobile devices in learning vocabulary was associated with greater achievement in comparison with traditional ways. The findings of the meta-analysis indicate a medium effect of using mobile devices on vocabulary learning ( g = .67). Major findings of the current meta-analysis include the following: (a) Mobile devices have moderate effect sizes on both ways of vocabulary learning (productive and receptive), (b) adult learners get benefit from using mobile devices in vocabulary learning better than young learners, and (c) mobile devices have moderate effect on all aspects of vocabulary learning.

The Use of Keyword Video Captioning on Vocabulary Learning Through Mobile-Assisted Language Learning

“…7, No. 4;2017 To compare the pre-test and post-test scores of the two groups, the paired-sample t-test was applied. Table 2 shows the results in terms of mean scores (M), the number of participants per group (N), standard deviation (SD), and t value.…”

“…7, No. 4;2017 for vocabulary learning. Mobile devices can be useful for learning vocabulary in both ways (i.e., receptive and productive).…”

“…Mobile devices can be useful for learning vocabulary in both ways (i.e., receptive and productive). However, the previous studies focused on teaching vocabulary in a receptive way (Mahdi, 2017). Most of the studies dealt with the "meaning" aspect as a variable to measure the effect of mobile devices on vocabulary learning, but very few studies examined the effect of mobile devices on other aspects (i.e., form and use).…”

A Study of EFL Students' Attitudes, Motivation and Anxiety towards WhatsApp as a Language Learning Tool

“…Arab World English Journal www.awej.org ISSN: 2229-9327 291 classroom setting while the experimental group was taught vocabulary via a WhatsApp group. Mahdi (2018) found some evidence in the development of students' vocabulary as a result of their use of WhatsApp. Another study investigated the impact of WhatsApp on Jordanian students with special reference to gender.…”

Mobi̇l Öğrenmeni̇n Akademi̇k Başariya Etki̇si̇: Bi̇r Meta-Anali̇z Çalişmasi

“…Alanyazında mobil öğrenmenin akademik başarı üzerindeki etkisini meta analiz yöntemi ile inceleyen çalışmalar yurt içinde (Avcı, 2018;Güzeller ve Üstünel, 2016;Tingir, Cavlazoğlu, Çalışkan, Köklü ve İntepe, 2017) ve yurt dışında (Mahdi, 2017;Sung, Chang ve Liu, 2016;Wu, Wu, Chen, Kao, Lin ve Huang, 2012) tarafındna yapıldığı görülmektedir. Mobil öğrenmenin akademik başarı üzerindeki etkisini meta analiz yöntemi ile incelenmesine hem yurt içi hemde yurt içi çalışmalar birlikte kullanılmışken (Avcı, 2018), bazı araştırmalar da sadece yurt dışı çalışmaların ele alındığı tespit edilmiştir (Güzeller ve Üstünel, 2016;Mahdi, 2017;Tingir, Cavlazoğlu, Çalışkan, Köklü ve İntepe, 2017). Alanyazında mobil öğrenmenin akademik başarıya etkisine yönelik yurt içi çalışmaların meta analiz yöntemi kullanılarak değerlendirilmediği görülmektedir.…”