The Effect of Mobile-Assisted Language Learning Environment on EFL Students’ Academic Achievement, Cognitive Load and Acceptance of Mobile Learning Tools

Omer Ozer,Figen Kılıç

doi:10.29333/ejmste/90992

Abstract

This study reports on the investigation of the effect of mobile assisted learning environment on academic achievement, acceptance of mobile learning tools and cognitive load of EFL students. This study used a mixed methods approach which involves the collection and analysis of quantitative and qualitative data to identify the effect of mobile learning in a foreign language learning environment. Quantitative data were collected from 63 foreign language learners via an academic achievement test, cognitive load scale and mobile learning tools acceptance scale, before and after a six-week intervention period. Following the intervention, eight students from the experimental group answered open-ended questions about their experience during group interviews. Results showed a significant difference in academic achievement and mobile learning tools acceptance level of students in favor of the experimental group. The study also showed that although the students learning a foreign language in mobile assisted learning environment were not cognitively overloaded, students in the control group were. The themes emerged from the qualitative data point to the positive and negative sides of the mobile-assisted learning environment.

Highlights

The ubiquity of mobile devices has greatly changed the way individuals communicate, work and study in the 21st century
This study reports on the investigation of the effect of mobile assisted learning environment on academic achievement, acceptance of mobile learning tools and cognitive load of EFL students
This study looked into how students are affected when learning in a mobile-assisted environment in terms of academic achievement, acceptance of mobile learning tools and cognitive load

Summary

Introduction

The ubiquity of mobile devices has greatly changed the way individuals communicate, work and study in the 21st century. The proliferation of mobile devices is constantly changing the way we interact and learn. The effective use of mobile devices necessarily requires understanding the scope of the contextual features of educational institutions with regard to implementation (Crompton Olszewski, & Bielefeldt, 2016). As is the case in much of the relevant literature, this paper emphasizes that integrating mobile devices into learning process does not guarantee better learning. Integrating powerful mobile devices into instruction must be accompanied by a pedagogical shift in order for students to benefit maximally from their use in the classroom

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