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¶

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? In a seven-week experiment with twenty students per group, post-test mean differences in favor of the mobile-phone experimental group were not statistically significant (significance 0.125 > 0.05). → 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

Quasi-experimental study of forty male foundation-year students at King Abdulaziz University, one control and one experimental group taught over seven weeks. The article reports the post-test difference "in favor of the experimental group" was not significant, t-test significance 0.125 exceeding 0.05; equivalence was not tested.

"Table 4 shows that although there are differences in the mean scores on the post test in favor of the experimental group (14,10 ), the significance (2-tailed) on the t- test for equality of means ( 0.125 ) is bigger than (0.05)."

Discussion¶

Related Claims¶

• Foundation-year EFL students reported positive attitudes toward using mobile phones for learning, with 60% responding positively on willingness items — related
• Students most strongly endorsed the perceived advantages of mobile learning, with 70.3% responding positively to the advantages items — related
• Students' agreement on the disadvantages of mobile learning was weaker and more uncertain, with 45.3% positive, 25.3% negative and 21.3% neutral — related
• In one 30-student study of high-school English learners (Lu 2008, reported in a review), vocabulary learned by mobile phone showed greater gains than vocabulary learned from print — related
• EFL university students report varied preferences for music, drawing, photography, acting, internet use, mobile-phone use, cooking and travelling while studying English — related
• Technology effects on TEFL outcomes trend upward across educational levels (primary g = 0.29, secondary g = 0.35, tertiary g = 0.44), though between-level differences are not statistically significant — a broader claim this one bears on
• Chinese EFL students learning vocabulary via daily SMS messages outperformed a paper-based self-regulated group on the immediate posttest after a three-week intervention — related