Self-Directed Learning with Mobile-Assisted Language Learning: A Meta-Analysis of Its Effectiveness and Key Moderators to Inform Decision-Making

• In Event: Cognition, Emotion, Motivation, and Creativity: Evidence for Holistic Learning Design

Abstract

Background:
Self-directed learning (SDL) with mobile-assisted language learning (MALL) offers a promising approach for lifelong language learning. Yet, educators, researchers, and policymakers lack synthesized evidence to guide decisions on its effectiveness and key influencing factors.

Objectives:
This meta-analysis examines the overall impact of SDL with MALL on language outcomes and identifies key moderators to guide practice, policy, and research.

Theoretical Framework:
Activity Theory and Self-Determination Theory help explain how learner, contextual, and technological factors affect SDL with MALL effectiveness.

Results:
Based on 33 studies (51 effect sizes, 3,461 participants), SDL with MALL yielded a significant positive effect (g = 0.88). Key moderators included autonomy support, device type, educational level, and assessment type.

Conclusion:
The findings provide evidence-based insight to support informed decision-making for implementing SDL with MALL, highlighting key moderators that influence its effectiveness.
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Author

• Adnan Mayof, Washington State University