How effective are mobile devices for language learning? A meta-analysis

Sung, Yao–Ting; Chang, Kuo En; Yang, Jyh‐Chin

doi:10.1016/j.edurev.2015.09.001

Cited by 210 publications

(160 citation statements)

References 47 publications

(8 reference statements)

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“…Although this area of CALL inquiry is still in its infancy, the current literature provides mixed results of IDLE for language learning. For example, Burston (2014Burston ( , 2015 and Sung, Chang, and Yang (2015) have reported that mobile language learning in informal settings produced limited effects. In contrast, other studies have suggested a positive relationship between IDLE and L2 outcomes such as speaking (Mitra, Tooley, Inamdar, & Dixon, 2003), writing (Sun et al, 2017), vocabulary (Jensen, 2017; Sundqvist & Wikstr€ om, 2015;Sylv en & Sundqvist, 2012), reading and listening (Sylv en & Sundqvist, 2012) and formal testing (Lai, Zhu, & Gong, 2015;Sundqvist & Wikstr€ om, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Informal digital learning of English and second language vocabulary outcomes: Can quantity conquer quality?

Lee¹

2017

Brit J Educational Tech

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This study investigated to what extent quantity (frequency/amount of time) and quality (diversity) of informal digital learning of English (IDLE) activities was conducive to second language (L2) vocabulary outcomes. Data (n = 77) were gathered quantitatively and qualitatively through a questionnaire, English vocabulary tests (ie, measuring receptive and productive vocabulary knowledge), and a semistructured interview from three universities in an English as a foreign language Korean context. Contrary to earlier findings, this study found that quantity of IDLE was not related to vocabulary scores. It revealed that the quality of IDLE was significantly, positively associated with vocabulary outcomes. These results lead us to the conclusion that the frequent practice of IDLE activities may not automatically guarantee successful L2 vocabulary gains. Rather, engagement with varied types of IDLE activities that combines both form‐ and meaning‐focused language learning is essential for achieving L2 vocabulary acquisition.

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Section: Literature Reviewmentioning

confidence: 99%

Informal digital learning of English and second language vocabulary outcomes: Can quantity conquer quality?

Lee¹

2017

Brit J Educational Tech

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“…As summarized by Burston [18], most MoLL studies focus on the English as a Foreign Language (EFL) context, describe project implementations with varying degrees of specificity, and explore primarily vocabulary learning in short-term contexts. A meta-analysis of 44 publications on MoLL revealed that mobile-assisted language instruction does indeed result in meaningful language improvements, meaning that 70% of students in mobile-assisted classrooms would outperform students in non-mobile-assisted classrooms [19]. Additionally, learning effects were similar across age groups, and both commercial and specifically designed software appear to produce similar learning results.…”

Section: Introductionmentioning

confidence: 76%

Maximizing L2 Speaking Practice through iPads

Schenker

Kraemer

2017

Languages

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This study investigates the effects of additional out-of-class speaking practice, using a simple iPad application, on students' overall speaking proficiency, fluency, and syntactic complexity. Students in the experimental and control groups (N = 52) completed an adapted Simulated Oral Proficiency Interview (SOPI) at the end of the semester, which was rated by two independent raters. Results of an independent-samples t-test revealed statistically significant differences between the two groups. The students who had received additional speaking practice on iPads achieved higher SOPI scores than the students in the control group. Two of the seven tasks of the SOPI test were used for the analysis of fluency and complexity. Results did not show any statistically significant differences between the two groups for fluency and complexity. The study suggests that mobile technology can be effectively implemented for beginning language learners to enhance their learning outcomes.

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“…With the similar idea of integrating technology into language education, MALL offers a great deal of advantages which CALL cannot offer. One of the major aspects that differentiate MALL from CALL is mobility and portability (Kadyte, 2004;Sung, Chang, & Yang, 2015). Mobile devices are easily carried around, making teaching and learning possible in many circumstances.…”

Section: Mobile-assisted Language Learningmentioning

confidence: 99%

Developing a Pronunciation Computer Program for the Acquisition of English Phonemes and Word Stress

Hong

Yang

2017

RiL

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This study devised a pronunciation computer program to examine whether mobile-assisted language learning (MALL) could facilitate college students' acquisition of English phonemes and word stress. Thirty-eight participants enrolled in the remedial English class offered at the language center of a national technological university in central Taiwan. Before the class, they were asked to read a word list. In the following six weeks, they were taught to distinguish and articulate English phonemes and to predict word stress locations using the designed computer program. They were also instructed to review the learning materials using the smart-phone version of the devised program. After the teaching session, each participant was asked again to read the same word list and fill out an assessment questionnaire. The sound analyses show that their readings of English minimal pairs and word stress placement were more accurate than their performances before the instruction. Their responses to the questionnaire indicate that both the given instruction and the designed computer program were satisfactory. In the open-ended questions, some of them said that they have built up a better understanding of phonemes and word stress, and that they would try to predict polysyllabic word stress when reading English articles. The present findings can be further applied to research on MALL-based English pronunciation acquisition.

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How effective are mobile devices for language learning? A meta-analysis

Cited by 210 publications

References 47 publications

Informal digital learning of English and second language vocabulary outcomes: Can quantity conquer quality?

Informal digital learning of English and second language vocabulary outcomes: Can quantity conquer quality?

Maximizing L2 Speaking Practice through iPads

Developing a Pronunciation Computer Program for the Acquisition of English Phonemes and Word Stress

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