Examining the Effects of Mobile-Assisted Collaborative Language Learning on Achievement Emotions
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초록
This semi-structured, experimental study asks how mobile-assisted language learning (MALL) affects academic achievement emotions and learning outcomes during a cooperative 4-skills activity. The study involved 37 Korean university students, enrolled in an EFL course, who were split into two roleplay groups, nurses and patients. The nurses had to interview the patients, ascertain their problems, and write recommendations, but one group used paper forms while the other used online forms. The Achievement Emotions Questionnaire (AEQ-S) was used to measure emotions, pre- and post-treatment. Both groups showed significant improvements; however, no significant differences were found between groups. Pre-, during-, and post-writing assessments were used to measure learning outcomes. Pre- and posttest scores showed that the activity led to significantly higher learning gains for both groups, but there were no significant differences between groups even though the paper group did better. Students’ writing during the activity, however, showed that the paper group’s performance was significantly higher in certain areas. The mixed results are not incongruent with the literature. As a follow-up, students were interviewed, and many mentioned that the main obstacle to writing on their phones was an unfamiliarity with typing in English. Based on the findings, teaching suggestions are offered.
Abstract
This semi-structured, experimental study asks how mobile-assisted language learning (MALL) affects academic achievement emotions and learning outcomes during a cooperative 4-skills activity. The study involved 37 Korean university students, enrolled in an EFL course, who were split into two roleplay groups, nurses and patients. The nurses had to interview the patients, ascertain their problems, and write recommendations, but one group used paper forms while the other used online forms. The Achievement Emotions Questionnaire (AEQ-S) was used to measure emotions, pre- and post-treatment. Both groups showed significant improvements; however, no significant differences were found between groups. Pre-, during-, and post-writing assessments were used to measure learning outcomes. Pre- and posttest scores showed that the activity led to significantly higher learning gains for both groups, but there were no significant differences between groups even though the paper group did better. Students’ writing during the activity, however, showed that the paper group’s performance was significantly higher in certain areas. The mixed results are not incongruent with the literature. As a follow-up, students were interviewed, and many mentioned that the main obstacle to writing on their phones was an unfamiliarity with typing in English. Based on the findings, teaching suggestions are offered.
참고문헌 (22)
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