Polish and Turkish participants differed significantly in how they learned about the applications, with teacher recommendation least common and a moderate-level association¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q2 · i2–i3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person · recheck by 2029: baselines and conditions change

Subclaims¶

q2 i3 Discovery sources differed significantly between groups with a moderate-level association (χ2(1, n = 206) = 29.180, p = .001, phi = .376), and fewer participants in both groups indicated teacher's recommendation. → Joanna Kic-Drgas 2024 q2 i2 The only significant cultural difference on habit items was "Memorising comes easier for me" (χ2(2, n = 206) = 10.889, p = .004, phi = .230), which the majority of Polish students disagreed with. → Joanna Kic-Drgas 2024 (2)

Evidence¶

Joanna Kic-Drgas 2024¶

Joanna Kic-Drgas, Ferit Kılıçkaya. (2024). Exploring novel approaches to digital self-regulated learning: a study on the use of mobile applications among Polish and Turkish EFL pre-service teachers. Education Tech Research Dev. https://doi.org/10.1007/s11423-024-10374-w

q2 · i3 · associational · r2

Chi-Square Test of Independence on application-discovery sources in the two-country survey. The article prints the effect size phi = .376 for this association, a moderate-level association; the printed test is χ 2 (1, n = 206) = 29.180, p = .001.

"Fewer participants in both groups indicated teacher's recommendation (χ 2 (1, n = 206) = 29.180, p = .001, phi = .376)."

Joanna Kic-Drgas 2024 (2)¶

Joanna Kic-Drgas, Ferit Kılıçkaya. (2024). Exploring novel approaches to digital self-regulated learning: a study on the use of mobile applications among Polish and Turkish EFL pre-service teachers. Education Tech Research Dev. https://doi.org/10.1007/s11423-024-10374-w

q2 · i2 · associational · r1

Chi-Square comparison of post-pandemic habit items between national groups. The article prints the effect size phi = .230 for the "Memorising comes easier for me" item, which the majority of Polish students disagreed with; the printed test is χ 2 (2, n = 206) = 10.889, p = .004.

"Regarding cultural differences, the only significant difference was found on the item "Memorising comes easier for me" ((χ 2 (2, n = 206) = 10.889, p = .004, phi = .230), which the majority of the Polish students disagreed with."

Discussion¶

Related Claims¶

• No readily accessible sources of rigorous evidence exist for most ed-tech products — related
• Among fourteen examined applications, Duolingo was the most widely used by Polish and Turkish EFL pre-service teachers, followed by Quizlet and Cambly — related
• No significant differences between Polish and Turkish students in perceived importance and improvement of SRL with applications, and no differences in frequency of use — related
• Most participants started using language-learning applications during the pandemic and reported that their self-regulated learning habits changed during it — related