With or Without Tablets? The Effectiveness of Mobile Technology Assisted Language learning (MALL) in Case of ESL

WITH OR WITHOUT TABLETS? THE EFFECTIVENESS OF MOBILE TECHNOLOGY ASSISTED LANGUAGE LEARNING (MALL) IN CASE OF ESL

Balazs CzekmanUniversity of Debrecen, HungaryPhD student

ICT MasterMinds

ICT AND MOBILE TECHNOLOGY

the effect of the ICT in education was confirmed by differentresearches; with its applying the learning and teaching can be more interesting and motivating (Chapelle, 2001)

the emerge of mobile devices in education; several advantages; (Marés, 2012; Abonyi-Tóth – Turcsányi-Szabó, 2015; Hashim et al., 2017)

it can be an effective support for developing foreign languagecompetencies (Hashim et al. 2017; Cobb et al., 2010; Zurita & Nussbaum, 2004)

there are only few Hungarian researches (e.g. Kétyi, Asztalos) and examinations on effectiveness

II. MOBILE DEVICES IN EDUCATION CONFERENCE, 2017, Balatonfűzfő

THEORITICAL BACKGROUND OF MALL

it is known from the 80’s: consultations via telephone; courses viateleconference; SMS, MMS-based lectures; (Twarog & PereszlenyiPinter, 1988; Dickey, 2001; JISC, 2005)

Definition of MALL (Miangah & Nezarat, 2012), devices of MALL

Main areas of MALL

Affordances and constraints of MALL

MALLm-learning CALL


DETAILS OF THE RESEARCH

the aim of the research:

the research of the effectiveness of the vocabularyacquisition;

the students’ attitude to MALL vocabulary learning

sample: lower primary, 4th grade (N=38)

research method: true experimental research design

experimental group (tablet, Quizlet) (n=20)

control group (traditional methods, devices) (n=18)

data collection:

online questionnaire

pretest, 9 posttest (Redmenta, pronunciation)


H1: The MALL can make a positive effect on students’ vocabularyacquisition.

H2: The MALL can make a positive effect on students’ pronunciation.

H3: The MALL can make a positive effect on the motivation of students’ vocabulary learning.

H4: The MALL differently supports the group of students withdifferent achievement levels.

What advantages of the mobile technology supported vocabularyacquisition do students see?

What disdvantages of the mobile technology supported vocabularyacquisition do students see?

HYPOTHESES, RESEARCH QUESTIONS


VOCABULARY ACQUISITION I.tablet (n=11) non-tablet (n=10) ANOVA

mean sd mean sd F η2

pretest 68,64 14,678 66,00 15,776 0,16 0,01

posttest2 76,82 26,483 59,50 30,863 1,92 0,09

posttest3 80,91 23,645 71,00 19,120 1,10 0,05

posttest4 88,18 13,652 76,00 23,310 2,19 0,10

posttest5 84,55 13,314 68,00 17,981 5,82* 0,23

posttest6 81,82 19,656 66,50 23,694 2,62 0,12

posttest7 86,82 16,774 69,00 27,669 3,26 0,15

posttest8 81,36 17,901 61,50 24,501 4,56* 0,19

posttest9 64,55 27,969 53,00 26,687 0,93 0,05

posttest10 80,91 20,593 59,00 26,013 4,62* 0,20

The vocabulary acquisition mean of the group with the better achievement

level (percentage point), (* p <0,05; η2 = effect size)


VOCABULARY ACQUISITION II.

The change of the vocabulary acquisition results (percantage point) of the group

with the better achievement level (* p <0,05)

68,6476,82

80,91

88,1884,55*

81,8286,82

81,36*

64,55

80,91*

66,00

59,50

71,0076,00

68,00* 66,5069,00

61,50*

53,0059,00*

1 2 3 4 5 6 7 8 9 10

tablet non-tablet


PRONUNCIATIONbetter achievement level standard achievement level

tablet non-tablet tablet non-tablet

mean sd mean sd mean sd mean sd

pretest 82,73 15,55 83,00 24,06 64,44 13,33 76,25 17,68

posttest2 84,55 15,72 86,00 12,65 68,89 29,34 70,00 19,27

posttest3 90,00 18,97 89,00 11,97 72,22 29,06 78,75 17,27

posttest4 90,91 12,21 97,00 6,75 78,89 16,16 90,00 10,69

posttest5 80,91 21,66 91,00 9,94 71,11 15,37 81,25 9,91

posttest6 80,91 17,00 82,00 13,17 65,56 19,44 65,00 14,14

posttest7 91,82 13,28 90,00 15,63 75,56 16,67 86,25 15,06

posttest8 85,45 17,53 89,00 14,49 73,33 23,98 86,25 10,61

posttest9 82,73 18,49 90,00 11,55 68,89 22,61 70,00 17,73

posttest10 83,64 17,48 93,00 10,59 74,44 18,10 80,00 16,90

Mean of the pronunciation results (percentage point) broken by

groups with different achievement level (no significant diff.)


STUDENTS’ ATTITUDE: MOTIVATION

Would you like to continue

learning with tablets?

If we had learnt English from

grade one, we would know the

vocabulary better.

95% (19)

5% (1)

Igen Nem

90% (18)

10% (2)

Igen Nem


MOTIVATION (LEARNING AT HOME)

Distribution of learning with Quizlet at home

some times weekly20% (4)

weekly5% (1)

rarely10% (2)

never65% (14)


ATTITUDE OF VOCABULARY LEARNING

I like to learn with

tablet.

I like to learn

vocabulary with

tablet.

I like to learn

vocabulary from my

exercise book.

mean 4,85 4,45 2,50

N 20 20 20

sd 0,67 0,69 1,70

The student’s atitude to tablet supported vocabulary learning

ADVANTAGES OF LEARNING WITH QUIZLET

80% (16)

70% (14)

60% (12)

60% (12)

60% (12)

50% (10)

40% (8)

35% (7)

25% (5)

15% (3)

5% (1)

I can choose from the tasks

I can practice pronunciation

I write easier with mobile device

entertaining

fast

playful

I can work with tablet or smartphone

I can compete

It's cool

I receive an instant feedback

else


Advantages of learning with Quizlet (number and percentage of answers)

DISADVANTAGES OF LEARNING WITH QUIZLET

30% (6)

30% (6)

25% (5)

20% (4)

10% (2)

10% (2)

5% (1)

5% (1)

0% (0)

0% (0)

0% (0)

it's freezing

it's slow

I don't like competing

I would like to know my results

It distracts my attention

I don't like working with mobile…

I write more difficult with mobile…

I don't like choosing from tasks

it's boring

it doesn't help my pronunciation

else

Disadvantages of learning with Quizlet (number and percentage of answers)

SUMMARY

MALL helps the students to learn vocabulary, but it’s onlysignificant for the group with better achievement level.

There is no significant difference in the pronunciation.

Most of the students prefer learning vocabulary with tablets.

One third of the students learn at home using their ownmobile devices.

advantages: freedom to choose task, practice pronunciationand writing easier with mobile devicesdisadvantages: technical problems; competition


THANK YOU FOR YOUR ATTENTION!

Balazs Czekman

[email protected]

edumobil.hu

Education

With or Without Tablets? The Effectiveness of Mobile Technology Assisted Language learning (MALL) in Case of ESL