Effects of tool mediation on tertiary level EFL students’ reading comprehension and vocabulary learning skills: a case for a cloud computing environment

Abstract

Underpinned by constructivist learning theory (Feuerstein’s theory of mediated learning experience) and the cloud computing model, an experiment was conducted to examine the differences between the control and experimental groups regarding the linear combinations of tool mediation on students’ reading comprehension and vocabulary learning skills. The participants of the study were three intact classes of first-year students. A non-equivalent (pretest and posttest) comparison group quasi-experimental design and an explanatory sequential design type of mixed-methods design were employed. Questionnaires, tests, and diaries were used for the data collection procedures. Both quantitative and qualitative data analysis techniques were used. After several assumptions were checked, the quantitative analysis contained within mean, standard deviation, t-test, one-way MANOVA, Tukey HSD, Difference in Difference (DD), Propensity Score Matching (PSM), Average Treatment Effect (ATE), and Average Treatment Effect on the Treated (ATET). To explore students’ experiences and support the quantitative data, a latent content analysis was also used. The results from the quantitative data analyses indicated that there were statistically significant differences between the post-tests achievements of the study groups and the control group for reading comprehension and vocabulary learning skills (Wilk’s Λ = 0.7565, p < 0.05). After the post-mediation intervention, the multipartite treatment-effects estimation (DD, ATE, and ATET) also indicated that the experimental groups outdid the control group in overall post-mediation tests. The qualitative data results also showed that TM had a positive impact on students’ reading comprehension and vocabulary learning skills.

Keywords:

• Achievement
• glossing
• mediated learning experience
• moodle and cloud computing

REVIEWING EDITOR:

• Maria Popescu
• Strategic Communication
• Carol I National Defense University
• Bucharest
• Romania

SUBJECTS:

• Technology in Education
• Educational Technology
• Language Teaching & Learning

Data availability statements

Due to privacy issues, the datasets obtained and/or processed during the present research are not accessible to the public, but can be accessed from the corresponding author upon a justifiable request.

Disclosure statement

The authors declare no competing interests

Additional information

Notes on contributors

Sisay Ayalew Tsegaw

Sisay Ayalew Tsegaw is a lecturer and PhD candidate (TEFL) at Bahir Dar University. He earned his TEFL Master’s degree from BDU. He also received his second Master’s degree in project planning and management from Debre Markos University jointly with YOM. He also earned a BSc in Computer Science from Bahir Dar University, Bahir Dar Institute of Technology. His research interests include computing education, language teaching and learning, teaching methodologies, and educational technology.

Abiy Yigzaw Filate

Abiy Yigzaw Filate is a professor in the department of English Language and Literature at the faculty of humanities, Bahir Dar University. He specializes in TEFL. His research interests include Teaching English as a Foreign Language, classroom research, mediation (scaffolding) reading research, etc. https://bdu.edu.et/fh/?q=node/419

Mulugeta Teka Kahsay

Mulugeta Teka Kahsay is an associate professor in the department of English Language and Literature at the faculty of humanities, Bahir Dar University. He specializes in TEFL. His research interests include pedagogy, professional development, teaching and learning, mentoring, curriculum development, collaborative learning, pedagogy and education, academic writing, cooperative learning, and constructivism