Mobile Learning and its Effects on Self-regulated Learning and School Achievements in an EFL High School Class
Tuesday, March 27 4:15-4:45 PM
Presider:Susan Poyo, Franciscan University, United States
The objective of this research was to find out whether the implementation of mobile learning pedagogies in a high school classroom can educate high school students to become independent learners, who are able to regulate their learning,and improve their achievements. For this purpose, a mobile learning teaching unit was designed following appropriate mobile learning design theories. The quantitative data has been analyzed statistically while an inductive method was applied to analyze the qualitative data. The findings have been analyzed by taking into consideration the self-regulation scales of motivation and learning strategies, together with the significance of the students’ scores. The results of this study show that the implementation of a mobile learning teaching unit with a small group of students during a short period of time does not affect the self-regulation learning abilities of the students. However, it does reveal an increase in external and internal motivation together with a shift in the application of learning strategies, which find expression in the significant increase in students’ scores after the intervention. As a result, a two-stage model has been proposed aiming to educate teenagers to become agents of their learning while they practice mobile learning as well as the implementation of mobile seamless learning to promote a self-regulated learning.