Twenty years of MALL project implementation: A meta-analysis of learning outcomes

ReCALL ◽  
2014 ◽  
Vol 27 (1) ◽  
pp. 4-20 ◽  
Author(s):  
Jack Burston
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Meta Analysis ◽  
Outcome Data ◽  
The Past ◽  
Mobile Assisted Language Learning ◽  
Experimental Subjects ◽  
Teacher Assessments ◽  
Listening And Speaking ◽  
Positive Results

AbstractDespite the hundreds of Mobile-Assisted Language Learning (MALL) publications over the past twenty years, statistically reliable measures of learning outcomes are few and far between. In part, this is due to the fact that well over half of all MALL-related studies report no objectively quantifiable learning outcomes, either because they did not involve MALL implementation projects, or if they did, learning gains were only based on subjective teacher assessments and/or student self-evaluations. Even more so, the paucity of statistically reliable learning outcome data stems from the short duration of projects and small numbers of students involved. Of the 291 distinct studies examined in this review only 35 meet minimal conditions of duration and sample size, i.e., ten experimental subjects over a period of at least a month. Sixteen of these suffer from serious design shortcomings, leaving only nineteen MALL studies that can reliably serve as a basis for determining the learning outcomes of mobile-based language applications. Of these studies, fifteen can be considered to report unequivocal positive results, with those focusing on reading, listening and speaking without exception evidencing a MALL application advantage. Four studies, all focusing on vocabulary, reported no significant differences.

Mobile-Assisted Language Learning From Language Instructors' Perspectives

2019 ◽  
pp. 60-87
Author(s):  
Brenda I. Lopez Ortiz ◽  
Mara J. Luna
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Language Skills ◽  
Geographic Location ◽  
Future Research ◽  
Mobile Assisted Language Learning ◽  
Personal Use ◽  
Research Questions ◽  
Listening And Speaking

This chapter explores instructor use of MALL in EFL/ESL classrooms. It begins with a discussion of instructor ownership as well as personal use of mobile technology. The chapter includes a discussion of overall perceptions and/or reported educational use and benefits and barriers (not tied to specific language skills.) The chapter goes on to describe how instructors use mobile devices while teaching reading, writing, listening, and speaking skills. This is followed by a brief discussion of mobile devices in situations that integrate all four skills. For each language skill, the authors also discuss perceived and/or reported benefits and barriers. Thereafter follows a discussion of trends in the focus of research questions, research methodologies, geographic location of studies, and a brief comparison in trends between earlier and later studies. The review ends with a conclusion that provides directions for future research and reminds the reader of the utility of this literature review.

scholarly journals Narrative review and meta-analysis of MALL research on L2 skills

ReCALL ◽  
2020 ◽  
pp. 1-18
Author(s):  
Hongying Peng ◽  
Sake Jager ◽  
Wander Lowie
Keyword(s):  
Language Learning ◽  
Meta Analysis ◽  
Narrative Review ◽  
Mobile Technologies ◽  
Future Research ◽  
Duration Of Treatment ◽  
Theoretical Frameworks ◽  
Exclusion Criteria ◽  
Mobile Assisted Language Learning ◽  
Detailed Picture

Abstract This study employed a narrative review and a meta-analysis to synthesize the literature on mobile-assisted language learning (MALL). Following a systematic retrieval of literature from 2008 to 2017, 17 studies with 22 effect sizes were included based on predetermined inclusion and exclusion criteria. By categorizing the characteristics of the studies retrieved, the narrative review revealed a detailed picture of MALL research in terms of the language aspects targeted, theoretical frameworks addressed, mobile technologies adopted, and multimedia components used. The qualitative review helped to contextualize and interpret the results found in the meta-analysis, which revealed a large effect for mobile technologies in language learning, identified three variables (i.e. type of activities, modality of delivery, and duration of treatment) that might influence the effectiveness of mobile technologies, and confirmed the existence of a redundancy effect and a novelty effect in MALL practice. Implications for future research and pedagogy are discussed.

scholarly journals Acupuncture at Tiaokou (ST38) for Shoulder Adhesive Capsulitis: What Strengths Does It Have? A Systematic Review and Meta-Analysis of Randomized Controlled Trials

2018 ◽  
Vol 2018 ◽  
pp. 1-11 ◽  
Author(s):  
Chao Yang ◽  
TaoTao Lv ◽  
TianYuan Yu ◽  
Steven Wong ◽  
MengQian Lu ◽  
...  
Keyword(s):  
Acupuncture Treatment ◽  
Meta Analysis ◽  
Adhesive Capsulitis ◽  
Clinical Effectiveness ◽  
Outcome Data ◽  
Inclusion Criteria ◽  
Randomized Controlled ◽  
Constant Murley Score ◽  
Inflammatory Drugs ◽  
Positive Results

Objective. Tiaokou (ST38) is used as a crucial distal acupoint for treating shoulder adhesive capsulitis (SAC) in traditional Chinese medicine. The objective of this study was to assess the effectiveness and safety of acupuncture at Tiaokou for treating SAC. Methods. We searched eight electronic databases without language restrictions. All the literature was processed to identify RCTs comparing acupuncture at Tiaokou with other therapies (e.g., acupuncture at local shoulder acupoints and nonsteroidal anti-inflammatory drugs). Two reviewers extracted trials and collected outcome data independently. A meta-analysis was performed following a strict methodology. Results. 19 RCTs involving 1944 participants met our inclusion criteria. The majority of the trials were determined to be of low quality. Positive results were found for acupuncture treatment at Tiaokou (as sole treatment or in combination with shoulder acupoints), which resulted in an improved percentage of clinical effectiveness and Constant-Murley Score values, as well as a reduction in Visual Analogue Scale values of SAC patients. Conclusion. Our review found encouraging evidence for the effectiveness of acupuncture at Tiaokou for SAC. Nonetheless, despite stringent methodological analyses, these results need to be strengthened by additional RCTs of higher quality.

scholarly journals MALL language learning outcomes: A comprehensive meta-analysis 1994–2019

ReCALL ◽  
2021 ◽  
pp. 1-22
Author(s):  
Jack Burston ◽  
Konstantinos Giannakou
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Effect Size ◽  
Institutional Environment ◽  
Meta Analysis ◽  
Experimental Treatment ◽  
Language Learner ◽  
Competence Level ◽  
Quasi Experimental ◽  
High Level

Abstract The aim of this study is to comprehensively evaluate quantitative experimental mobile-assisted language learning (MALL) studies published between 1994 and 2019 that meet minimal conditions of research design and statistical analysis. Starting with a bibliographical database of 1,144 references to experimental MALL implementations, of which there were 700 objectively substantiated by quantitative experimental language learning outcomes, only 84 experimental MALL studies met the inclusion requirements. Their analysis addresses two critical sets of research questions. First, what are the general characteristics of the selected studies and, second, what are their language learning outcomes in terms of measured effect size. Nine general characteristics are considered: publication source, chronological distribution, country of origin, institutional environment, sample size, intervention duration, targeted language, language learner competence level, and learning focus. Effect size was calculated separately for between-group (independent, experimental) and within-group (quasi-experimental) treatment studies. In both cases, the overall results were quite large: 0.72 for the former and 1.16 for the latter. An analysis of four critical moderator variables (language learner competence level, language area focus, institutional environment, and intervention duration) revealed similarly large effect sizes. Notwithstanding, analysis of the data also confirmed obvious publication bias and a very high level of heterogeneity that frequently approached 100%. The relevance of positive language learning outcome conclusions thus needs to be tempered by these shortcomings.

scholarly journals A Meta-Analysis on Mobile Assisted Language Learning Applications Reveals Moderate Learning Benefit and Significant Publication Bias

2020 ◽  
Author(s):  
Mariela Mihaylova ◽  
Simon Gorin ◽  
Thomas Peter Reber ◽  
Nicolas Rothen
Keyword(s):  
Language Learning ◽  
Publication Bias ◽  
Mobile Applications ◽  
Second Language Learning ◽  
Meta Analysis ◽  
Language Outcomes ◽  
Optimal Learning ◽  
Mobile Assisted Language Learning ◽  
Learning Principles ◽  
Significant Publication Bias

The literature into the effectiveness of mobile language learning applications on language outcomes remains scarce. In the current research, we sought to determine whether experimentally validated mobile applications for language acquisition exist and what learning principles could contribute to optimal learning with mobile applications. We conducted a meta-analysis on the current experimental literature assessing learning outcomes while using mobile-based language applications. We found a strong overall effect (g=1.03, k=27) of learning achievement using mobile language applications. An adjusted effect size of g=0.71 was discovered after publication bias correction, revealing significant publication bias in the field. We also found insufficient power in over half of included studies. Our results demonstrate that experimentally validated applications exist and provide evidence for mobile applications as a tool for second language learning. However, findings should be treated with caution as publication bias and low power present in the field could skew the effects. Future studies should replicate and extend the current observations with adequately powered experiments.

Mobile-assisted language learning: A Duolingo case study

ReCALL ◽  
2019 ◽  
Vol 31 (3) ◽  
pp. 293-311 ◽  
Author(s):  
Shawn Loewen ◽  
Dustin Crowther ◽  
Daniel R. Isbell ◽  
Kathy Minhye Kim ◽  
Jeffrey Maloney ◽  
...  
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Large Scale ◽  
Research Study ◽  
Instructional Materials ◽  
Mobile Technologies ◽  
Independent Research ◽  
Mobile Assisted Language Learning ◽  
L2 Learning

AbstractThe growing availability of mobile technologies has contributed to an increase in mobile-assisted language learning in which learners can autonomously study a second language (L2) anytime or anywhere (e.g. Kukulska-Hulme, Lee & Norris, 2017; Reinders & Benson, 2017). Research investigating the effectiveness of such study for L2 learning, however, has been limited, especially regarding large-scale commercial L2 learning apps, such as Duolingo. Although one commissioned research study found favorable language learning outcomes (Vesselinov & Grego, 2012), limited independent research has reported issues related to learner persistence, motivation, and program efficacy (Lord, 2015; Nielson, 2011). The current study investigates the semester-long learning experiences and results of nine participants learning Turkish on Duolingo. The participants showed improvement on L2 measures at the end of the study, and results indicate a positive, moderate correlation between the amount of time spent on Duolingo and learning gains. In terms of perceptions of their experiences, the participants generally viewed Duolingo’s flexibility and gamification aspects positively; however, variability in motivation to study and frustration with instructional materials were also expressed.

The Ego Could Be Depleted, Providing Initial Exertion Is Depleting

2017 ◽  
Vol 48 (4) ◽  
pp. 242-245 ◽  
Author(s):  
Junhua Dang ◽  
Ying Liu ◽  
Xiaoping Liu ◽  
Lihua Mao
Keyword(s):  
Stroop Task ◽  
Meta Analysis ◽  
Ego Depletion ◽  
Current Experiment ◽  
The Past ◽  
Depletion Effect

Abstract. The ego depletion effect has been examined by over 300 independent studies during the past two decades. Despite its pervasive influence, recently this effect has been severely challenged and asserted to be a fake. Based on an up-to-date meta-analysis that examined the effectiveness of each frequently used depleting task, we preregistered the current experiment with the aim to examine whether there would be an ego depletion effect when the Stroop task is used as the depleting task. The results demonstrated a significant ego depletion effect. The current research highlights the importance of the depleting task’s effectiveness. That is to say, the “ego” could be “depleted,” but only when initial exertion is “depleting.”

Upaya Meningkatkan Hasil Belajar IPA pada Materi Keseimbangan Ekosistem melalui Penerapan Model Contextual Teaching And Learning (CTL) Siswa Kelas VI SD Negeri 1 Manggeng

2020 ◽  
Vol 1 (3) ◽  
pp. 333-340
Author(s):  
Syarifah Roswan
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Learning Model ◽  
Outcome Data ◽  
Contextual Teaching ◽  
Data Collection Technique ◽  
Written Test ◽  
Academic Year

The purpose of this study was to increase the learning outcomes of IPA in the Ecosystem Balance mate-rial through the application of the Contextual Teaching And Learning (CTL) learning model for class VI students of SD Negeri 1 Manggeng for the 2017/2018 academic year. The research methodology is Classroom Action Research (CAR) consisting of two cycles and each cycle consisting of two findings. Each cycle consists of planning, implementing, observing and reflecting. The data collection technique is to collect test scores that are carried out at the end of each lesson in each cycle using a question in-strument (written test). The learning outcome data were analyzed by means of percentage statistics. The results showed that the completeness of student learning outcomes increased from 66,67% in the first cycle and increased to 83,33% in the second cycle. The application of the Contextual Teaching And Learning (CTL) learning model can increase the learning outcomes of IPA in the Ecosystem Balance material of class VI SD Negeri 1 Manggeng for the 2017/2018 academic year

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