Does academic major matter in mobile assisted language learning? A quasi-experimental study
International Journal of Information and Learning Technology
ISSN: 2056-4880
Article publication date: 4 January 2019
Issue publication date: 18 February 2019
Abstract
Purpose
The purpose of this paper is to investigate the use of mobile assisted language learning (MALL) in vocabulary learning among English foreign language learners in China with a lens on academic major difference. This study hypothesizes that academic majors including Science, Technology, Engineering and Mathematics (STEM) and non-STEM differentiate the learners’ perception of computer self-efficacy (CSE) and MALL learning performance as well as moderate the effect of CSE on language learning performance.
Design/methodology/approach
Sample data for this study were collected from 200 university students enrolled in both STEM and non-STEM majors. Under the quasi-experiment, this study had been conducted vocabulary training, pre-test, post-test and a questionnaire. The Statistical Package for the Social Sciences, a statistical analysis technique based on ANOVA and regression were used to analyze the data.
Findings
The results support hypotheses that CSE, learning score and satisfaction are rated higher for STEM students than non-STEM ones and indicate the effect of CSE on language learning performance is stronger for STEM students than non-STEM ones in using MALL.
Originality/value
This paper addressed important issues in language learning on the academic major difference. The findings would be the guidelines for educational organizations to motivate and stimulate students with sustainable self-confidence important not only for improvement in students’ language learning achievements and outcomes but also for the advancement of mobile technology in language learning.
Keywords
Citation
Thongsri, N., Shen, L. and Yukun, B. (2019), "Does academic major matter in mobile assisted language learning? A quasi-experimental study", International Journal of Information and Learning Technology, Vol. 36 No. 1, pp. 21-37. https://doi.org/10.1108/IJILT-05-2018-0043
Publisher
:Emerald Publishing Limited
Copyright © 2019, Emerald Publishing Limited