Abstract
ABSTRACT Mobile learning technologies and social media tools have not been studied to an exhaustive extent in terms of student engagement and learning outcomes. Using a quasi-experimental research method, the authors randomly selected 101 participants who were divided into three groups. Each group received English teaching assisted by mobile learning technology (Rain Classroom), a social media tool (WeChat) and the traditional multimedia projecting system for one semester. The authors concluded that mobile learning technologies could significantly improve behavioural, social, cognitive and emotional engagements and English learning outcomes compared with social media tools. The traditional teaching tools did not improve behavioural, social, cognitive and emotional engagements and learning outcomes as much as Rain Classroom and WeChat did. Future research could focus on development of serious games to improve student engagement and learning outcomes.
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