with or without tablets? the effectiveness of mobile technology assisted language learning (mall) in...
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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
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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
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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)
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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
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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)
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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
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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.)
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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
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MOTIVATION (LEARNING AT HOME)
Distribution of learning with Quizlet at home
some times weekly20% (4)
weekly5% (1)
rarely10% (2)
never65% (14)
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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
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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
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