Students' agreement on the disadvantages of mobile learning was weaker and more uncertain, with 45.3% positive, 25.3% negative and 21.3% neutral¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? On the seven disadvantages items, 45.3% agreed or strongly agreed, 25.3% disagreed or strongly disagreed, and 21.3% could not tell — the highest neutral share of the three categories. → Khrisat and Mahmoud 2013

Evidence¶

Khrisat and Mahmoud 2013¶

Abdulhafeth A. Khrisat & Salameh Saleem Mahmoud. (2013). Integrating Mobile Phones into the EFL Foundation Year Classroom in King Abdulaziz University/KSA: Effects on Achievement in General English and Students' Attitudes. English Language Teaching, 6(8). http://dx.doi.org/10.5539/elt.v6n8p162

q2 · i? · causal · r1

Descriptive questionnaire results covering items on battery life, confusion, discussion hindrance, training needs, assessment difficulty and reduced collaboration. The article reports "21.3% were neutral and 45.3% responded positively"; no inferential test is reported.

"A summary of the percentages of the seven items shows that 25.3% of the sample responded negatively to the seven items of the third subgroup that is “the disadvantages of using mobile phones in the EFL classroom", whereas 21.3% were neutral and 45.3% responded positively."

Discussion¶

Related Claims¶

• Students most strongly endorsed the perceived advantages of mobile learning, with 70.3% responding positively to the advantages items — related
• Integrating ten mobile phone TEFL-oriented features into the EFL classroom did not produce a statistically significant difference in foundation-year students' general English achievement, though post-test means favored the experimental group — related
• Foundation-year EFL students reported positive attitudes toward using mobile phones for learning, with 60% responding positively on willingness items — related