Document Details
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Document Type |
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Thesis |
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Document Title |
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Mobile Learning Implementation in EFL/ESL: Systematic Review and Meta-Analysis توظيف التعلم الجوال في تعليم اللغة الإنجليزية لغير الناطقين بها مراجعة منهجية وتحليل بعدي |
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Subject |
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Faculty of Education |
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Document Language |
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Arabic |
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Abstract |
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This study investigates the implementation and impact of mobile learning in the field of English as a Foreign Language (EFL) and English as a Second Language (ESL) by conducting a systematic review and meta-analysis of scholarly publications in the field of Educational Technology. The review included studies published in reputable journals such as Computers & Education, British Journal of Educational Technology, The Internet and Higher Education, Journal of Educational Technology & Society, and Education and Information Technologies. The research employed a mixed-method approach with an integrated mixed synthesis design, adhering to the PRISMA 2020 guidelines. A total of 27 scientific papers from four journals were included in the analysis, resulting in 33 effect sizes and 26 qualitative codes. The reliability of the qualitative data was assessed using the MMAT 2018 tool.
The findings revealed a substantial overall effect size of 0.9524 (95% confidence interval: 0.76 to 1.14), indicating a very large effect. The predictive inference for effect size ranged from -0.12 to 2.02. The subgroup analysis indicated that mobile learning had a significant impact on comprehension (effect size: 1.83), speaking (1.37), reading (1.31), and vocabulary (1.03), all demonstrating a very large effect size. Additionally, listening (0.75) and learning performance (0.57) exhibited a significant and moderate effect size, respectively.
Qualitative analysis conducted using the NVivo12 program revealed that mobile learning positively influenced language skills such as listening, speaking, reading, writing, vocabulary, continuity of learning, collaborative learning, and learning retention. Factors such as motivation to learn, language practice, availability, accessibility, flexibility, convenience, self-learning, immediate feedback, and innovation were identified as enhancers of mobile learning for non-native English speakers.
The results provided insights into the theoretical foundations, instructional design, language skills, stages of language learning, and tools utilized in the context of EFL/ESL. The study recommends the integration of mobile learning in EFL/ESL settings, with a focus on providing support and assistance to learners. Furthermore, the study calls for additional research in this area to further expand our understanding of the topic.
Keywords: Mobile learning, EFL, ESL, Systematic review, Meta-analysis. |
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Supervisor |
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Dr. Ashraf Zidane |
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Thesis Type |
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Doctorate Thesis |
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Publishing Year |
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1445 AH
2023 AD |
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Added Date |
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Wednesday, November 1, 2023 |
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Researchers
| هائف حسين العتيبي | Alotaibi, Haef Hussain | Researcher | Doctorate | |
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