Claims

Participants most valued flexibility of when and where to study, alongside vocabulary access and constant progress monitoring, as benefits of online applications

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? 176 of 206 participants (85.4%) reported that online applications allowed them to work on their English when and where they wanted; 162 (78.6%) reported wide vocabulary access and constant progress monitoring. → Joanna Kic-Drgas 2024

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 · i? · associational · r1

Perceived-benefit survey items (Table 4) show flexibility was the most endorsed benefit: "a significant majority of participants, 176 out of 206 [85.4%], reported that online applications allowed them to do so"; badges motivated 63.6% and 71.8% found learning more interactive.

"a significant majority of participants, 176 out of 206 [85.4%], reported that online applications allowed them to do so."

Discussion

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