Next Article in Journal
Using the Learner-Generated Digital Media (LGDM) Framework in Tertiary Science Education: A Pilot Study
Next Article in Special Issue
A Comparison of the Uptake of Two Research Models in Mobile Learning: The FRAME Model and the 3-Level Evaluation Framework
Previous Article in Journal
Development of Digital Competence in Secondary Education Teachers’ Training
Previous Article in Special Issue
The Impact of Embedded iPad Use on Student Perceptions of Their Digital Capabilities
 
 
Article

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

1
Educational Psychology and Learning Systems, College of Education, Florida State University, 1114 W. Call St., Tallahassee, FL 32306, USA
2
Instructional Design and Technology, The Teachers College, Emporia State University, 328I, 1 Kellogg Circle, Emporia, KS 66801, USA
3
Department of Educational Technology, College of Education, Konkuk University, 120 Neungdong-ro, Gwangjin-gu, Seoul 05029, Korea
4
Educational Psychology and Learning Systems, College of Education, Florida State University, 3210D Stone Building, 1114 W. Call St., Tallahassee, FL 32306, USA
*
Author to whom correspondence should be addressed.
Educ. Sci. 2018, 8(3), 105; https://doi.org/10.3390/educsci8030105
Received: 1 June 2018 / Revised: 18 June 2018 / Accepted: 16 July 2018 / Published: 23 July 2018
(This article belongs to the Special Issue Mobile Learning)
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. View Full-Text
Keywords: mobile device; m-learning; language learning; achievement; mobile technologies; meta-analysis; instructional approaches mobile device; m-learning; language learning; achievement; mobile technologies; meta-analysis; instructional approaches
Show Figures

Figure 1

MDPI and ACS Style

Cho, K.; Lee, S.; Joo, M.-H.; Becker, B.J. The Effects of Using Mobile Devices on Student Achievement in Language Learning: A Meta-Analysis. Educ. Sci. 2018, 8, 105. https://doi.org/10.3390/educsci8030105

AMA Style

Cho K, Lee S, Joo M-H, Becker BJ. The Effects of Using Mobile Devices on Student Achievement in Language Learning: A Meta-Analysis. Education Sciences. 2018; 8(3):105. https://doi.org/10.3390/educsci8030105

Chicago/Turabian Style

Cho, Kyunghwa, Sungwoong Lee, Min-Ho Joo, and Betsy Jane Becker. 2018. "The Effects of Using Mobile Devices on Student Achievement in Language Learning: A Meta-Analysis" Education Sciences 8, no. 3: 105. https://doi.org/10.3390/educsci8030105

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop