Effects of Mobile Learning in English Language Learning: A Meta-Analysis and Research Synthesis

Abstract

English has become the most important language for communication worldwide, but learning it as a second language presents multiple challenges. Given its multimedia nature, mobile learning is an ally in learning this language. However, although the use of mobile devices in English education has been broadly documented, there is little evidence of its effect on students’ learning. This article presents a meta-analysis of 62 studies to assess the effects of mobile learning on students’ learning. Moreover, the study considered the moderating effect of education level, pedagogical approach, learning environment, mobile device, and control treatment. The results show that mobile learning has a large effect (g=0.89) on students’ learning. Regarding education level, the best results were found at the Bachelor’s level. Similarly, collaborative learning provided the best results among the pedagogical approaches. As for the learning environment, semi-formal settings, such as field trips and outdoor activities, performed better than formal settings within classrooms or laboratories. Furthermore, smartphones yielded better results than any other mobile device. Finally, the results indicated that mobile learning produces better results than traditional lectures, traditional pedagogical tools, or other multimedia resources. Therefore, it should be promoted as a pedagogical alternative to foster quality education for all.