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결과 내 검색 동의어 포함

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This study is a meta-analysis on the effect size (ES) of mobile-assisted language learning (MALL) combined with constant feedback in EFL or ESL, encompassing the years 1994 to 2022. The database searched for primary quantitative studies was that of Education Resources Information Center (ERIC). The initial search results revealed approximately 700 research articles, but the final number was reduced to 15 after applying step-by-step inclusion criteria. The weighted mean ES (Hedges’s g) between the comparison and experimental groups is 1.73 (SE: 0.35), which is very large, although the individual ES’s range widely from 0.10 to 6.20. The weighted mean ES between pre-tests and post-tests is 3.05 (SE: 0.44), which is also very large, but they are widely scattered, too, ranging from 0.67 to 8.13. Among the ES’s influenced by five moderator variables (MVs: language area focus, linguistic level, age, country, and intervention duration), only three MVs show statistically significant results. Under the MV linguistic level, there are two contrasting subgroups: The intermediate ES is 3.37, much larger than that (0.68) of the low subgroup. Under the MV age, there are two highly different subgroups: The ES of ages from 17-29 to 19-45 is 4.14, much larger than that (0.87) of ages 18-22. Under the MV country, there are two different subgroups: The ES of Iran is 2.25, which is much larger than that (0.61) of Taiwan/China. The results as a whole indicate that the ES of MALL combined with constant feedback is much larger than those of MALL in general and overall instructed second language acquisition.

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기사명 저자명 페이지 원문 목차
Examining satisfaction levels with teaching methods in university general English courses during the COVID-19 and post-COVID-19 era Hyeseong Ahn, Eunhye Lee, Maeran Park p. 1-26

(The) roles of individual differences and linguistic features in EFL argumentative writing Minkyung Kim p. 27-47

Building a wordlist from 2006-2021 mock and official college scholastic ability tests (CSAT) uncovered in the 2022 revised national curriculum of English Lee, Hyejin, Ryu, Jisu, Jeon, Moongee p. 49-72

Evaluating the performance of ChatGPT on the secondary school English teacher hiring examination Je-Young Lee, Sunhee Choi, Juwon Lee, Young Hwang, Sodam Choi p. 73-95

(The) cognitive effects of MALL combined with feedback in EFL/ESL : a meta-analysis Yoon, Kyung-Ho, Lee, Dong Ju p. 97-123

초등영어 학습부진아의 학습 고충에 대한 이해 = Understanding learning difficulties among elementary English underachievers : a grounded theory approach : 근거이론적 접근 곽화원, 이상기 p. 125-148

두 예비 초등교사의 영어 수업 중 모국어 사용에 관한 연구 = A study of two pre-service teachers' first language use in second language English instruction : perceptions and practices : 인식과 양상 손소혜, 장세영, 이대기, 정고은, 조규희 p. 149-175

생성형 AI를 활용한 영어 스토리북 제작이 초등학생의 학습동기에 미치는 영향 = The effect of creating an English storybook using generative AI on elementary school students' learning motivation 신동광, 이용상, 노원준 p. 177-196

개방형 창의성 영어 학습활동에 대한 초등교사의 경험적 고찰 = Teacher reflections on the use of open-ended creative tasks for primary EFL students 안태연, 권서경 p. 197-222

과업중심 지도와 명시적 지도가 한국 고등학생 영어 파생어 강세 학습에 미치는 영향 = The effects of task-based instruction and explicit instruction on the learning of stress patterns in English derived words by Korean high school students 장서연, 정현성 p. 223-248

초등학생 영어학습자 영어 어말 유음의 음향음성학적 분석 = Analysis of the acoustics of English word-final liquids by Korean elementary school students 조혜선 p. 249-275

2022 개정 영어과 교육과정 역량과 영역의 관계에 대한 이론적 고찰 = A theoretical inquiry into the relationship between competencies and domains in the 2022 revised English curriculum for elementary and middle schools : 초·중학교를 중심으로 최원경 p. 277-295

과정 중심 평가 결과로써 영어과 교과세특 기재 내실화를 위한 연수 모형 개발 및 적용 = A study on development and implementation of teacher training program for reinforcing of subject-specific abilities and specialties as a result of English records 허혜정 p. 297-323

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