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 A REVIEW OF RESEARCH IN MOBILE ASSISTED COLLABORATIVE LANGUAGE LEARNING

2018 ◽  
Vol 34 (4) ◽  
Author(s):  
Ngo Cong Lem
Keyword(s):  
Language Learning ◽  
Research Design ◽  
Mobile Applications ◽  
Teaching Practice ◽  
Language Teaching ◽  
Mobile Technologies ◽  
Future Research ◽  
Control Group ◽  
Theoretical Frameworks ◽  
Collaborative Language

The article reviewed a selection of research in the field of foreign language teaching into mobile assisted collaborative language learning (Collaborative MALL) – the practice of applying mobile technologies, e.g., applications on mobile phones and laptops, in language teaching context. This review aimed to examine: (1) popular theoretical frameworks previous collaborative MALL research was based upon; (2) merits of applying collaborative MALL in language classroom; (3) strengths and shortcomings of previous studies’ research design and (4) implications for future research as well as for language teaching practice. The findings indicated that three common pedagogical approaches in collaborative MALL studies were game-based, task-based and seamless learning. The confirmed educational affordances of collaborative MALL systems involved facilitating language learners’ collaborative learning process, personalizing learning experience, improving linguistic achievement and enhancing learning motivation/autonomy. Previous research was additionally found to have strong theoretical frameworks, well-designed mobile applications, and examination of both learners’ linguistic improvement and their attitudes towards the technology implementation. However, several methodological weaknesses in previous studies were also identified, e.g., lacking control group in experimental design, insufficient information about the language test format and unclear grading process. Further research with more rigorous research design is warranted to explore the efficacy of collaborative MALL in augmenting learners’ linguistic accomplishments with new mobile applications and in different educational contexts.

3D Talking-Head Mobile App

2015 ◽  
pp. 1130-1137
Author(s):  
Ahmad Zamzuri Mohamad Ali ◽  
Wee Hoe Tan
Keyword(s):  
Language Learning ◽  
Three Dimensional ◽  
Research Direction ◽  
Mobile App ◽  
Mobile Technologies ◽  
Future Research ◽  
Head Model ◽  
Mobile Assisted Language Learning ◽  
Talking Head ◽  
3D Head Model

The 3D talking-head mobile app is a type of mobile app that presents the head of a computer generated three-dimensional animated character that can talk or hold a conversation with human users. It is commonly used for language learning or entertainment, thus the quality of the mobile app is determined by the accuracy and the authenticity of lip synchronization and facial expressions. A typical 3D talking-head mobile app is structured by six key components, i.e., animated 3D head model, voice over scripts, background audio, background graphics, navigational buttons, and instructional captions and subtitles. When the app is meant for educational purposes, the integration of these components requires proficiency in creating an animated 3D talking head, authoring a mobile app, and understanding pedagogical principles for mobile assisted language learning. The mastery of scientific knowledge in these areas is essential to keep abreast with the advancement of mobile technologies and future research direction.

scholarly journals The Effects of Using Mobile Devices on Student Achievement in Language Learning: A Meta-Analysis

2018 ◽  
Vol 8 (3) ◽  
pp. 105 ◽  
Author(s):  
Kyunghwa Cho ◽  
Sungwoong Lee ◽  
Min-Ho Joo ◽  
Betsy Becker
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Device ◽  
Technology Use ◽  
New Technologies ◽  
Meta Analysis ◽  
Mobile Technologies ◽  
Exclusion Criteria ◽  
Device Use ◽  
Learning Interventions

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.

Collaborative writing in L2 classrooms: A research agenda

2021 ◽  
pp. 1-19
Author(s):  
Mimi Li ◽  
Meixiu Zhang
Keyword(s):  
Language Learning ◽  
Research Agenda ◽  
Collaborative Writing ◽  
Recent Decade ◽  
Future Research ◽  
Assessment Practice ◽  
Theoretical Frameworks ◽  
Research Themes ◽  
Research Gap ◽  
Practice Development

Abstract Research on second language (L2) collaborative writing (CW) has proliferated over the recent decade and will continue to bloom due to the changing landscape of writing and learning in the digital age. This article provides a research agenda on CW in L2 classrooms. We illustrate six research themes for future research inquiry by pointing out the research gap, following a brief review of theoretical frameworks and existing empirical efforts on CW. We then expound on six specific research tasks that we deem to be pressing for this domain to progress, including more attention to multimodal CW, expanded frameworks for analyzing peer interaction and writing products, deployment of underused research techniques and improved research practice, development of CW assessment practice, as well as the inquiry of practitioners’ input on CW. We hope to provide guidance for future research endeavors by identifying avenues of investigations on CW and meanwhile contribute to the trajectory of vibrant research on L2 writing and language learning.

scholarly journals The Impact of Utilising Mobile Assisted Language Learning (MALL) on Vocabulary Acquisition among Migrant Women English Learners

10.28945/3703 ◽  
2017 ◽  
Vol 13 ◽  
pp. 037-057
Author(s):  
Kham Sila Ahmad ◽  
Jocelyn Armarego ◽  
Fay Sudweeks
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Vocabulary Acquisition ◽  
Learning Experience ◽  
Forced Migration ◽  
Future Research ◽  
Migrant Women ◽  
Structured Interviews ◽  
Mobile Assisted Language Learning ◽  
The Impact

Aim/Purpose: To develop a framework for utilizing Mobile Assisted Language Learning (MALL) to assist non-native English migrant women to acquire English vocabulary in a non-formal learning setting. Background: The women in this study migrated to Australia with varied backgrounds including voluntary or forced migration, very low to high levels of their first language (L1), low proficiency in English, and isolated fulltime stay-at-home mothers. Methodology: A case study method using semi-structured interviews and observations was used. Six migrant women learners attended a minimum of five non-MALL sessions and three participants continued on and attended a minimum of five MALL sessions. Participants were interviewed pre- and post-sessions. Data were analysed thematically. Contribution: The MALL framework is capable of enriching migrant women’s learning experience and vocabulary acquisition. Findings: Vocabulary acquisition occurred in women from both non-MALL and MALL environment; however, the MALL environment provided significantly enriched vocabulary learning experience. Future Research: A standardised approach to measure the effectiveness of MALL for vocabulary acquisition among migrant women in non-formal setting

Measuring Mobile Experience in Chinese Language Learning

2022 ◽  
pp. 217-231
Author(s):  
Chenxiang Elaine Ji
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Learning Experience ◽  
Research Question ◽  
Chinese Language ◽  
Mobile Technologies ◽  
Future Research ◽  
Online Questionnaire ◽  
Chinese Language Learning ◽  
Different Levels

After mapping dimensions and directions of experience in applying mobile technologies to Chinese language learning, another key task is to measure different levels of experience in terms of its dimensions and directions of learners' experience in leveraging mobile technologies, mobile learning apps in particular. Equipped with the proposed 6E-r framework of mobile experience, this chapter provides indicators and criteria in measuring mobile learning experience in applying mobile technologies to Chinese language learning around the world. This chapter also developed an online questionnaire for future research reference in order to successfully gauge the different levels of experience in applying mobile technologies to Chinese language learning. Ultimately, this chapter attempted to resolve the research question, that is, how mobile learning experience is enhanced by narrowing the gap between the normative experience and the empirical experience.

A narrative review and meta-analysis of service interaction quality: new research directions and implications

2015 ◽  
Vol 29 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Kumar Rakesh Ranjan ◽  
Praveen Sugathan ◽  
Alexander Rossmann
Keyword(s):  
Consumer Satisfaction ◽  
Structural Equation ◽  
Multilevel Models ◽  
Meta Analysis ◽  
Narrative Review ◽  
Equation Modeling ◽  
Future Research ◽  
Content Type ◽  
Interaction Quality ◽  
Service Interaction

Purpose – This paper aims to conceptualize and empirically test the determinants of service interaction quality (SIQ) as attitude, behavior and expertise of a service provider (SP). Further, the individual and simultaneous effects of SIQ and its dimensions on important marketing outcomes are tested. Design/methodology/approach – The narrative review of extant research helps formulate a conceptual model of SIQ, which is investigated using the univariate and multivariate meta-analysis. Findings – There are interdependencies between drivers of SIQ that underlines the need to conceptualize service interaction as a dyadic phenomenon; use contemporary multilevel models, dyadic models, non-linear structural equation modeling and process studies; and study new and diverse services contexts. Meta-analysis illustrates the relative importance of the three drivers of SIQ and, in turn, their impact on consumer satisfaction and loyalty. Research limitations/implications – The meta-analysis is based on existing research, which, unfortunately, has not examined critical services or exigency situations where SIQ is of paramount importance. Future research will be tasked with diversifying to several important domains where SIQ is a critical aspect of perceived service quality. Practical implications – This study emphasizes that, although the expertise of an SP is important, firms would be surprised to learn that the attitude and behavior of their employees are equally important antecedents. In fact, there is a delicate balance that needs to be found; otherwise, attitudinal factors can have an overall counterproductive effect on consumer satisfaction. Originality/value – This paper provides an empirical synthesis of SIQ and opens up interesting areas for further research.

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.

Trends and Developments in the Literature on Community Libraries in Africa

Libri ◽  
2014 ◽  
Vol 64 (4) ◽  
Author(s):  
Espen Stranger-Johannessen
Keyword(s):  
Meta Analysis ◽  
Academic Research ◽  
Community Support ◽  
Research Literature ◽  
Empirical Literature ◽  
Future Research ◽  
Limited Attention ◽  
Theoretical Frameworks ◽  
Starting Point ◽  
Community Libraries

AbstractCommunity libraries in Africa are growing in number, and are increasingly subject to academic research. The literature on community libraries spans 30 years, and this review shows how there has been a shift from conceptual to empirical publications. The early, conceptual literature stressed that community libraries should be by and for the community, support development, actively reach out, and provide relevant materials. These publications can to some extent be seen as reactions to the colonial legacy that national library services carried on after independence. The empirical research was analyzed using Kuhlthau’s (1999) framework for school libraries as a starting point. The major function of this framework is to provide a meta-analysis of the research, and further to relate this meta-analysis to the larger context in which this research is situated. The empirical literature reported mainly on student use. Much of the literature addressed lower-level issues, skills and outcomes, such as materials offered or borrowed, increased reading, and change in attitudes. However, limited attention was given to utilisation as an outcome. Attempts to find a causal relationship between library use and improved grades have been inconclusive. A major limitation of this framework is that it does not address the community aspect of these libraries that the empirical literature emphasized. This dual aspect of community libraries merits further exploration, and there is a need to develop theoretical frameworks that fit better with the realities of African communities and their libraries. There is also need for more research comparing community libraries across countries as well as within countries. The scholarly significance of this study is that is provides a comprehensive, critical review of the literature on community libraries in Africa and identifies caveats in the research literature. This will support future research on community libraries in Africa, an under-researched area.

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