The Impact of Mobile Learning on the Effectiveness of English Teaching and Learning-A Meta-Analysis

Mobile devices have been widely used in both teaching and learning English as a second or foreign language. The impact of using various mobile devices on the learning outcome has thus been subject to an increasing number of educational experiments. However, the results of these experiments have not...

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Bibliographic Details
Published in:IEEE access 2022, Vol.10, p.38324-38334
Main Author: Chen, Meng-Lin
Format: Article
Language:English
Subjects:
Education
Educational objectives
Effect
Electronic devices
Electronic learning
English language
English learning
Experiments
Foreign languages
Learning
Meta-analysis
Mobile handsets
Mobile learning
Natural languages
Online instruction
quasi-experiment
Quasi-experimental methods
Social factors
Systematics
true experiment
Vocabulary
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Summary:Mobile devices have been widely used in both teaching and learning English as a second or foreign language. The impact of using various mobile devices on the learning outcome has thus been subject to an increasing number of educational experiments. However, the results of these experiments have not always been consistent or conclusive. In order to evaluate the effectiveness of mobile learning, it is necessary to employ a meta-analysis approach to synthesize results taken from previous experiments. This study examined 29 experiments, including both true and quasi, on the learning outcome of those learners who used mobile devices in their English learning process. Following PRISMA guidelines for conducting meta-analysis, this study has found that mobile learning has a highly positive effect on English learning outcomes with a weighted effect size of 0.893. The effect of mobile learning is subject to potential moderating variables, such as learners' levels, intervention time, language learning areas being targeted, hardware and software, and implementation setting. Taken as a whole, the results indicate that mobile learning is affording a change in English learning that does not undermine pre-existing models of English language pedagogy. Therefore, progressive exploration and implementation of mobile learning effectiveness appears to be of some importance to English teaching and learning stakeholders.
ISSN:2169-3536
2169-3536
DOI:10.1109/ACCESS.2022.3165017