Hostname: page-component-7dd5485656-7jgsp Total loading time: 0 Render date: 2025-10-30T10:35:22.435Z Has data issue: false hasContentIssue false
  • English
  • Français

Twenty years of MALL project implementation: A meta-analysis of learning outcomes

Published online by Cambridge University Press:  24 March 2014

Jack Burston
Jack Burston*
Affiliation:
Cyprus University of Technology, Cyprus (email: jack.burston@cut.ac.cy)
Get access Rights & Permissions [Opens in a new window]

Abstract

Despite the hundreds of Mobile-Assisted Language Learning (MALL) publications over the past twenty years, statistically reliable measures of learning outcomes are few and far between. In part, this is due to the fact that well over half of all MALL-related studies report no objectively quantifiable learning outcomes, either because they did not involve MALL implementation projects, or if they did, learning gains were only based on subjective teacher assessments and/or student self-evaluations. Even more so, the paucity of statistically reliable learning outcome data stems from the short duration of projects and small numbers of students involved. Of the 291 distinct studies examined in this review only 35 meet minimal conditions of duration and sample size, i.e., ten experimental subjects over a period of at least a month. Sixteen of these suffer from serious design shortcomings, leaving only nineteen MALL studies that can reliably serve as a basis for determining the learning outcomes of mobile-based language applications. Of these studies, fifteen can be considered to report unequivocal positive results, with those focusing on reading, listening and speaking without exception evidencing a MALL application advantage. Four studies, all focusing on vocabulary, reported no significant differences.

Keywords

MALLmobile-assisted learninglearning outcomesgrammarvocabulary acquisitionreadinglisteningspeakingwriting

Information

Type
Research Article
Information
ReCALL , Volume 27 , Issue 1 , January 2015 , pp. 4 - 20
Copyright
Copyright © European Association for Computer Assisted Language Learning 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Al-Jarf, R. (2012) Mobile technology and student autonomy in oral skill acquisition. In: Díaz-Vera, J. (ed.), Left to my own devices: Learner autonomy and mobile-assisted language learning innovation and leadership in English language teaching. Bingley, UK: Emerald Group Publishing Limited, 105–130.Google Scholar
Alemi, M., Sarab, M. and Lari, Z. (2012) Successful learning of academic word list via MALL: Mobile Assisted Language Learning. International Education Studies, 5(6): 99–109.CrossRefGoogle Scholar
Anaraki, F. (2009) A Flash-based mobile learning system for learning English as a second language. Proceedings, International Conference on Computer Engineering and Technology. Singapore, 400–404. http://www.journal.au.eduCrossRefGoogle Scholar
Azabdaftari, B. and Mozaheb, M. (2012) Comparing vocabulary learning of EFL learners by using two different strategies: mobile learning vs. flashcards. The EUROCALL Review, 20(2): 47–59. http://eurocall.webs.upv.es/index.php?m=menu_00&n=news_20_2#mozahebCrossRefGoogle Scholar
Baleghizadeh, S. and Oladrostam, E. (2010) The Effect of Mobile Assisted Language Learning (MALL) on Grammatical Accuracy of EFL Students. MEXTESOL Journal, 34(2): 77–86.Google Scholar
Başoğlu, E. and Akdemir, O. (2010) A comparison of undergraduate students’ English vocabulary learning: Using mobile phones and flash cards. Turkish Online Journal of Educational Technology, 9(3): 1–7.Google Scholar
Brown, M., Castellano, J., Hughes, E. and Worth, A. (2012) Integration of iPads in a Japanese university’s freshman curriculum. Proceedings of the JALT CALL Conference 2012. http://journal.jaltcall.orgCrossRefGoogle Scholar
Burston, J. (2013) Mobile-Assisted Language Learning: A selected annotated bibliography of implementation studies 1994–2012. Language Learning & Technology, Special volume on Mobile-Assisted Language Learning, 17(3): 157–224.Google Scholar
Burston, J. (2014) The reality of MALL project implementations: Still on the fringes. CALICO Journal, 31(1): 43–65. https://www.calico.orgCrossRefGoogle Scholar
Chen, C-M. and Chung, C-J. (2008) Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle. Computers & Education, 51(2): 624–645.CrossRefGoogle Scholar
Chen, C-M. and Hsu, S-H. (2008) Personalized intelligent mobile learning system for supportive effective English learning. Educational Technology and Society, 11(3): 153–180.Google Scholar
Chen, T-S., Chang, C-S., Lin, J-S. and Yu, H-L. (2009) Context-aware writing in ubiquitous learning environments. Research and Practice in Technology Enhanced Learning, 4(1): 61–82.CrossRefGoogle Scholar
Chiang, M-H. (2012) Effects of reading via Kindle. In: Colpaert, J., Aerts, A., Wu, W-C. V. and Chao, Y-C. J. (eds.), The Medium Matters. Proceedings, 15 thInternational CALL Conference. Taichung, Taiwan: Providence University, 176–179.Google Scholar
Chinnery, G. (2006) Going to the MALL: Mobile Assisted Language Learning. Language Learning & Technology, 10(1): pp. 9–16.Google Scholar
Derakhshan, A. and Kaivanpanah, S. (2011) The impact of text-messaging on EFL freshmen’s vocabulary learning. The EUROCALL Review, 19: 39–47.CrossRefGoogle Scholar
Fisher, T., Pemberton, R., Sharples, M., Ogata, H., Uosaki, N., Edmonds, P., Hull, A. and Tschorn, P. (2009) Mobile learning of vocabulary from reading novels: A comparison of three modes. In: Metcalf, D., Hamilton, A. and Graffeo, C. (eds.), Proceedings of 8th World Conference on Mobile and Contextual Learning. Orlando, FL: University of Central Florida, 191–194.Google Scholar
Furuya, C., Kimura, M. and Ohta, T. (2004) Mobile language learning - A pilot project on language style and customization. In: Richards, G. (ed.), E-Learn 2004, Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. Chesapeake, VA: Association for the Advancement of Computers in Education, 1876–1880. http://www.editlib.orgGoogle Scholar
Gabarre, C. and Gabarre, S. (2010) An innovative assessment method for real world learning: Learner created content with a cell phone, YouTube and an LMS. Proceedings of Global Learn Asia-Pacific 2010 - Global Conference on Learning and Technology Penang, Malaysia: AACE, 1202–1210. http://www.editlib.orgGoogle Scholar
Godwin-Jones, R. (2011) Emerging technologies: Mobile apps for language learning. Language Learning & Technology, 15(2): 2–11.Google Scholar
Gutiérrez-Colon Plana, M., Gallardo Torrano, P. and Grova, M. (2012) SMS as a learning tool: an experimental study. The EUROCALL Review, 20(2): 33–47.CrossRefGoogle Scholar
Hwang, W-Y. and Chen, H. (2013) Users’ familiar situational contexts facilitate the practice of EFL in elementary schools with mobile devices. Computer Assisted Language Learning, 26(2): 101–125.CrossRefGoogle Scholar
Hwang, W-Y., Chen, C-Y. and Chen, H. (2011) Facilitating EFL writing of elementary school students in familiar situated contexts with mobile devices. Proceedings, 10th World Conference on Mobile and Contextual Learning (mLearn). Beijing, China: Beijing Normal University, 15–23. http://mlearn.bnu.edu.cnGoogle Scholar
Kukulska-Hulme, A. and Shield, L. (2008) Overview of Mobile Assisted Language Learning: Can mobile devices support collaborative practice in speaking and listening? ReCALL, 20(3): 271–289.CrossRefGoogle Scholar
Lin, C-C. and Yu, Y-C. (2012) Learning English vocabulary on mobile phones. In: Colpaert, J., Aerts, A., Wu, W-C. V. and Chao, Y-C. J. (eds.), The Medium Matters. Proceedings, 15 thInternational CALL Conference. Taichung, Taiwan: Providence University, 416–420.Google Scholar
Liu, T-Y. (2009) A context-aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25(6): 515–527.CrossRefGoogle Scholar
Motallebzadeh, K., Beh-Afarin, R. and Daliry Rad, S. (2011) The effect of short message service on the retention of collocations among Iranian lower intermediate EFL learners. Theory and Practice in Language Studies, 1(11): 1514–1520.CrossRefGoogle Scholar
Motallebzadeh, K. and Ganjali, R. (2011) SMS: Tool for L2 vocabulary retention and reading comprehension ability. Journal of Language Teaching and Research, 2(5): 1111–1115.CrossRefGoogle Scholar
Oberg, A. and Daniels, P. (2013) Analysis of the effect a student-centred mobile learning instructional method has on language acquisition. Computer Assisted Language Learning, 26(2): 177–196.CrossRefGoogle Scholar
Osman, M. and Chung, P. (2011) Language learning using texting and wiki: A Malaysian context. e-CASE & e-Tech International Conference. Knowledge Association, 1888–1903.Google Scholar
Papadima-Sophocleous, S., Georgiadou, O. and Mallouris, Y. (2012) iPod impact on oral reading fluency of university ESAP students. Proceedings, GLoCALL Conference. Beijing, China (CD-ROM).Google Scholar
Pederson, K. (1988) Research on CALL. In: Smith, W. (ed.), Modern Media in Foreign Language Education: Theory and implementation. Lincolnwood, IL: National Textbook Co., 99–131.Google Scholar
Robertson, L. and The Le@rning Federation. (2009) Mobile application for language learning: MALL Research Project Report. Adelaide, South Australia: Curriculum Corporation, 1–48. http://www.ndlrn.edu.au/verve/_resources/MALL_Report_2009.pdf#search=RobertsonGoogle Scholar
Saran, M., Seferoglu, G. and Cagiltay, K. (2009) Mobile assisted language learning: English pronunciation at learners’ fingertips. Eurasian Journal of Educational Research, 34: 97–114.Google Scholar
Saran, M., Seferoglu, G. and Cagiltay, K. (2012) Mobile language learning: Contribution of multimedia messages via mobile phones in consolidating vocabulary. The Asia-Pacific Education Researcher, 21(1): 181–190.Google Scholar
Shimoyama, Y. and Kimura, M. (2009) Development of and effectiveness in vocabulary learning content for mobile phones in Japan. World CALL 2008 Conference. Kyushu-Okinawa, Japan: The Japan Association for Language Education and Technology, 138–141. http://www.j-let.orgGoogle Scholar
Song, Y. (2008) SMS enhanced vocabulary learning for mobile audiences. International Journal of Mobile Learning and Organisation, 2(1): 81–98. http://inderscience.metapress.comCrossRefGoogle Scholar
Tabatabaei, O. and Goojani, A. (2012) The impact of text messaging on vocabulary learning of Iranian EFL learners. Cross Cultural Communication, 8(2): 47–55.Google Scholar
Tai, Y. (2012) Contextualizing a MALL: Practice design and evaluation. Educational Technology & Society, 15(2): 220–230.Google Scholar
Tan, T-H. and Liu, T-Y. (2004) The mobile-based interactive learning environment (MOBILE) and a case study for assisting elementary school English learning. Proceedings of the 2004 IEEE International Conference on Advanced Learning Technologies. Los Alamitos, CA: IEEE Computer Society, 530–534. http://ieeexplore.ieee.orgGoogle Scholar
Thabit, K. and Dehlawi, F. (2012) Towards using MP4 players in teaching English language: An empirical study. Journal of Engineering, 2(8): 25–28.Google Scholar
Wu, T., Sung, T., Huang, Y., Yang, C. and Yang, J-C. (2011) Ubiquitous English learning system with dynamic personalized guidance of learning portfolio. Educational Technology & Society, 14(4): 164–180.Google Scholar
Zhang, H., Song, W. and Burston, J. (2011) Reexamining the effectiveness of vocabulary learning via mobile phones. Turkish Online Journal on Educational Technology, 10(3): 203–214.Google Scholar
Zurita, G. and Nussbaum, M. (2004a) Computer supported collaborative learning using wirelessly interconnected handheld computers. Computers & Education, 42(3): 289–314.CrossRefGoogle Scholar
Zurita, G. and Nussbaum, M. (2004b) A constructivist mobile learning environment supported by a wireless handheld network. Journal of Computer Assisted Learning, 20: 235–243.CrossRefGoogle Scholar