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  • Hello, everyone. We are group E. Our group  members are: Cindy, Joyce, Francis and Cerina

  • The study were going to present is called  “Effects of Mobiled-Assisted Language  

  • Learning on EFL/ESL Reading ComprehensionThe author is Rui Li and it’s submitted  

  • in 2021. And published in 2022, In the  Journal: Educational technology and Society

  • The first Key term we chose isMALL”,  It refers to Mobiled-Assisted Language  

  • Learning. Using device Such assmartphonestablets, PDAs to help students learn a language

  • AndReading Comprehensionbecause this  study is focused on how MALL effects on EFL  

  • /ESL student’s reading comprehension. Then ,it’s meta-analysis. Although, there are many  

  • studies about how using MALL impacts on L2 reading  comprehension, the synthesized empirical evidence  

  • is still lacking. And compared with the empirical  studies, meta-analysis results are more reliable  

  • and generalizable, as they are based on results  of multiple studies and increased sample sizes

  • What evidence is summarized? The related primary studies were  

  • searched from several electronic online databases  such as web of science, Science Direct, Scopus,  

  • and ERIC and search engines like Google  Scholar and Baidu Scholar. Then, by using a  

  • combination of MALL-related and reading-related  keywords integrated with Boolean operators

  • As a result, there were 81 studies identified  from the initial literature retrieval. Then  

  • there were 21 studies were finalized for  meta-analysis with the criteria below

  • First, publications that were written  in English were confined to 2000–2020.  

  • This time range was chosen because MALL  technologies remained few before 2000. 

  • Second, the study should adopt a form of MALL  technologies. Such as mobile phones, PDAs,  

  • computer tablets or e-readers for EFL/ESL  reading comprehension. Those studies that  

  • failed to use technologies or used MALL  technologies on first or other foreign  

  • language reading comprehension were excluded. Third, the publications should contain sufficient  

  • statistics for data calculation or transformation  of aggregated overall effect sizes. And the  

  • qualitative research was excluded, such  as learner’s attitudes or perceptions

  • Then, the researchers designed  a coding scheme according to  

  • the identification of the publicationsthe characteristics of the participants,  

  • theoretically relevant features of the study and measured variables. They yielded  

  • 24 effect sizes as independent  studies out of the 21 studies

  • Why were there only 21 studies but  24 effect sizes? Because multiple  

  • effect sizes reported in a single publication  involved different participants or different  

  • types of measurement were coded separately  to ensure the reliability of the analyses.

  • For instance, a quasi-experimental design  that compared two experimental groups and  

  • one control group. The effect sizes were coded  separately, since EFL learners of the experimental  

  • groups that involved different participants  used a mobile language management system,  

  • while those of the control group  adopted the traditional approach.

  • Furthermore, they excluded the  extreme effect sizes that were  

  • more than 3 standard deviations from the  mean of all the effect sizes. Finally,  

  • they yielded 20 effect sizes as independent  studies for the final analysis out of 17 studies.

Hello, everyone. We are group E. Our group  members are: Cindy, Joyce, Francis and Cerina

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MALL

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    Cindy Lin に公開 2023 年 11 月 05 日
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