Abstract
The use of mobile technologies has recently received great attention in language learning. Most research evaluates the effects of employing mobile devices in language learning and explores the design of mobile-learning interventions that can maximize the benefits of new technologies. However, it is still unclear whether the use of mobile devices in language learning is more effective than other instructional approaches. It is also not clear whether the effects of mobile-device use vary in different settings. Our meta-analysis will explore these questions about mobile technology use in language learning. Based on the specific inclusion and exclusion criteria, 22 d-type effect sizes from 20 studies were calculated for the meta-analysis. We adopted the random-effects model, and the estimated average effect was 0.51 (se = 0.10). This is a moderate positive overall effect of using mobile devices on language acquisition and language-learning achievement. Moderator analyses under the mixed-effects model examined six features; effects varied significantly only by test type and source of the study. The overall effect and the effects of these moderators of mobile-device use on achievement in language learning are discussed.
Highlights
With the rapid growth of mobile technologies as well as the explosion in the number of educational applications and mobile devices, a large number of studies have been conducted about the use of mobile devices in education [1,2,3,4]
Vocabulary accumulation [37] and pronunciation [38] appear ideally suited for the mobile-learning context. It is still unclear whether the use of mobile devices in language learning is more effective than other instructional approaches such as language learning with computers or print-based materials
We investigate the effects of using mobile devices in language learning using the methods of meta-analysis
Summary
With the rapid growth of mobile technologies as well as the explosion in the number of educational applications and mobile devices, a large number of studies have been conducted about the use of mobile devices in education [1,2,3,4]. Previous studies have identified advantages of mobile devices including their portability, versatility of features, connectivity, and individuality [6,11,12]. Their portability, combined with the pervasive presence of mobile devices in daily life, enables learners to use handheld devices anytime they want [9,13,14,15]. Research on language learning can be conducted not
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