No significant differences between Polish and Turkish students in perceived importance and improvement of SRL with applications, and no differences in frequency of use¶
Claim · All claims
Evidence · 1 study · associationalr1·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? No significant differences were found between the two groups in perceived importance of SRL with applications (U = 4899, p = .308) or its contribution to language improvement (U = 5451, p = .716). → 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
Mann–Whitney U tests comparing Polish and Turkish students after Shapiro–Wilk tests indicated non-normal data; "no significant differences were found between the two groups of participants (U = 4899, p = .308 for importance, and U = 5451, p = .716 for improvement)". Equivalence was not tested; no effect sizes are printed.
"Regarding the participants’ perceptions about the importance of language improvement by SRL with applications, no significant differences were found between the two groups of participants (U = 4899, p = .308 for importance, and U = 5451, p = .716 for improvement)."
Discussion¶
Related Claims¶
- Among fourteen examined applications, Duolingo was the most widely used by Polish and Turkish EFL pre-service teachers, followed by Quizlet and Cambly — related
- Female participants tended to outperform male participants in online SRL, while no substantial age differences were found — related
- Polish and Turkish participants differed significantly in how they learned about the applications, with teacher recommendation least common and a moderate-level association — related
- Most participants started using language-learning applications during the pandemic and reported that their self-regulated learning habits changed during it — related
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