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A Meta-Analysis on Mobile-Assisted Language Learning Applications: Benefits and Risks
Mariela Mihaylova1,2, Simon Gorin1, Thomas P Reber1
1Faculty of Psychology, UniDistance Suisse, CH.
Psychologica Belgica
|October 3, 2022
Summary
Mobile language learning apps show a moderate-to-strong positive effect on second language (L2) proficiency compared to traditional methods. However, the evidence quality is low, warranting cautious interpretation of these language learning outcomes.
Area of Science:
- Educational Technology
- Applied Linguistics
- Second Language Acquisition
Background:
- Mobile language learning applications are widely used but their effectiveness on second language (L2) learning outcomes remains under-investigated.
- Existing research lacks a comprehensive synthesis of evidence regarding the impact of mobile applications on L2 proficiency.
Purpose of the Study:
- To determine the effect of mobile language learning applications on L2 proficiency.
- To compare L2 achievement between users of mobile applications and those using traditional learning methods.
Main Methods:
- Systematic literature search of journal articles and grey literature (2007-2019).
- Quantitative meta-analysis of 23 synthesized effect sizes.
- Risk of bias and quality of evidence assessments were conducted.
Main Results:
- A moderate-to-strong overall effect size (g = 0.88) was found favoring mobile language learning applications over traditional methods.
- Studies included in the meta-analysis exhibited a high risk of bias and low quality of evidence.
- Mobile applications demonstrated a beneficial impact on L2 learning achievement.
Conclusions:
- Mobile language learning applications are a beneficial tool for enhancing second language acquisition.
- Findings should be interpreted with caution due to the identified high risk of bias and low quality of evidence in the reviewed studies.
- Recommendations for improving future research methodologies in this field are discussed.
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