Language classes using PeLe mobile testing with enquiry-based post-test activities improved final-test scores while a pen-and-paper control group's scores fell, though the gain is not attributable to PeLe specifically¶

Claim · All claims
Evidence · 1 study · causal r1 · q3 · n=35
Currency · newest study 2015 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Randomly assigned groups taking PeLe mobile tests with enquiry-based post-test activities improved their overall final-test scores while the pen-and-paper control group's scores decreased; no scores or tests are printed, and the authors do not attribute the gain to PeLe specifically. → Titova 2015

Evidence¶

Titova 2015¶

Titova, S. (2015). Use of mobile testing system PeLe for developing language skills. Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy. http://dx.doi.org/10.14705/rpnet.2015.000387

q3 · randomised pilot, descriptive comparison · i? · n=35 · causal · r1

Randomised pilot: 35 B1-level students in a preparatory English course at Lomonosov Moscow State University were "randomly assigned to 3 experimental and 1 control groups" (the abstract says 2 and 2). The experimental groups took eight in-class PeLe grammar and vocabulary tests on their phones as formative assessment, each followed by enquiry-based post-test activities; the control group was tested with pen and paper. Final-test scores were compared by mean and standard deviation only; the article prints no scores, statistical test or effect size. It reports that the experimental groups improved on the final test while the control group's overall scores decreased, and states that the improvement "could not be attributed specifically to PeLe-assisted testing": it may reflect interaction with mobile devices, regular testing, immediate feedback or the instructors' enquiry-based strategies.

"introduction of PeLe supported approach helped improve academic performance of the experimental groups in overall results of the final test, whereas the control group demonstrated decrease in overall scores"

Discussion¶

Learner Variables¶

• Oral Language — outcome: instruction changes it

Related Claims¶

• The observed performance improvement cannot be attributed specifically to PeLe-assisted testing — related