Effects of Mobile-Assisted Language Learning on EFL Learners’ Listening Skill Development

Abstract

Although an increasing number of studies have focused on the use of mobile-assisted language learning (MALL) for English as a foreign language (EFL) learners’ listening skill development, there is a lack of comprehensive meta-analysis regarding the effect sizes of these studies. To fill the gap, 20 selected experimental studies involving 1218 participants were included for a meta-analysis based on the proposed inclusion and exclusion criteria. Results showed that the overall effect size was moderate-to-large, g = 0.792, 95% CI [0.536, 1.047], suggesting that MALL for EFL learners’ listening skill development is more effective than traditional methods. Regarding moderators for the overall effect, different moderator effects of educational levels, software types, control conditions, intervention settings, measured outcome types and intervention durations were reported. Specifically, educational levels were found to be a significant moderator, while software types, control conditions, intervention settings, measured outcome types and intervention durations were not the significant moderators. The implications for practice were discussed as well.

Keywords

• english as a foreign language (efl)
• evidence-based applied linguistics (ebal)
• listening skill
• meta-analysis
• mobile-assisted language learning (mall)