Earticle

There have been many experimental studies on using multimedia technology in a Korean EFL context. These studies have reported effects, but the reported results are not generalized and are different from the research setting. This meta-analysis aims to present practical common effects of E/M-learning. The purpose of this study also is to examine and extract the effects of E/M-learning. The results of the meta-analysis showed a moderate effect of E/M-learning on English learning (ES=.553). Specifically, reading (.543) and writing (.505) proficiency showed a moderate effect size. However, speaking (.382) and listening (.381) proficiency presented a small effect size. As for learning types, the effects of E-learning (.592) showed a medium effect size, but those of M-learning (.369) provided a small effect size, which means that E-learning had a stronger efffect on EFL learners. M-learning, however, could possibly influence potential learners in learning the target language through mobile learning devices due to the development of related technology. Pedagogical and research implications are discussed.