This study investigated predictive factors of the quality of mobile-assisted task performance in an EFL context (e.g., L2 writing proficiency, L1 narrative ability, digital literacy, motivation). Forty-eight Korean adolescent completed a narrative video-making task using a mobile app. Pedagogical implications of mobile-assisted task performance in foreign language classrooms are discussed.
Despite increasing evidence on the positive effects of mobile technology on language learning (Viberg & Grönlund, 2012), the use of mobile devices in task-based language teaching has been scarce. In particular, little research has been carried out on what factors predict the quality of mobile-mediated task performance. Thus, this study investigated predictive factors of the quality of mobile-assisted task performance in an English as a Foreign Language context.
Forty-eight Korean high school students from two intact classes performed a mobile-assisted video-making task individually in their regular English class using a mobile application called "KineMaster." The task was to create an English narrative video about students' own experience of success or failure. To examine predicting factors (i.e., English writing proficiency, L1 narrative ability, digital literacy, and intrinsic and extrinsic motivation), multiple data sources were gathered: A timed English independent writing test, Korean writing samples on the same narrative topic, digital literacy questionnaire, and motivation survey.
The quality of their mobile-mediated video-making task performance was scored using an analytic rubric adapted from Burnett, Frazee, Hanggi, and Madden (2014), focusing on the use of multi-modes, quality of language use, and quality of task fulfillment (i.e., content and organization). Students' English essay was rated using an analytic rubric developed based on the TOEFL iBT independent writing rubrics. Korean narratives were evaluated for L1 narrative ability. Motivation and digital literacy survey results were analyzed quantitatively. Three multiple linear regression models were conducted for each component that comprises quality of mobile-assisted task performance (the use of multi-mode, quality of language use, quality of task fulfillment).
The results revealed that learners' English writing proficiency and L1 narrative ability significantly predicted quality of language use and quality of task fulfillment of mobile-assisted video-making task performance. Pedagogical implications of mobile-assisted video-making task performance in foreign language classrooms are discussed.
