This quasi-experimental study examined a guided learning approach towards the use of mobile devices and investigated the performance of language learners who were guided in the usage. A total of 419 students from two faculties were invited to participate in this 8-week intervention, 155 participants in the control group and 264 in the experimental group. In the experimental group, the researchers incorporated guided activities Module Intervention Model (MIM) using mobile devices into the ESL lessons whereas the control group lessons were without guided activities. Participants from both groups were asked to record their daily mobile device use for activities related to English language learning using an online form. These data were compared to the results of the tests conducted pre- and post-treatment. At the end of the study, students who received guided language activities utilizing the mobile devices had significantly higher levels of language performance than control group students. However, treatment group students who spent more time using mobile devices to learn the language did not display better performance compared to those who spent minimal time. This finding re-established the importance of guided activities as intervention to facilitate students' learning and points to the need for curricular modernization and faculty development in the instructional use of technology. Due to the increased need for online instruction precipitated by "social distancing and isolation' required to overcome the coronavirus pandemic, the need for faculty to acquire skills in guided use of mobile devices for school-related learning is anticipated to be greater than ever.

中文翻译：

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在 ESL 课堂中使用引导式移动学习干预的准实验：时间使用和学习成绩。

这项准实验研究检验了一种针对使用移动设备的引导式学习方法，并调查了在使用方面受到引导的语言学习者的表现。共有来自两个学院的 419 名学生被邀请参加这个为期 8 周的干预，其中对照组 155 名参与者和实验组 264 名参与者。在实验组中，研究人员将使用移动设备的引导活动模块干预模型 (MIM) 纳入 ESL 课程，而对照组课程没有引导活动。两组的参与者都被要求使用在线表格记录他们每天使用移动设备进行与英语学习相关的活动。这些数据与治疗前和治疗后的测试结果进行了比较。在研究结束时，使用移动设备接受指导语言活动的学生的语言表现水平明显高于对照组学生。然而，与花费最少时间的学生相比，花费更多时间使用移动设备学习语言的治疗组学生并没有表现出更好的表现。这一发现重新确立了引导活动作为干预以促进学生学习的重要性，并指出在技术的教学使用中需要进行课程现代化和教师发展。由于克服冠状病毒大流行所需的“社会距离和隔离”导致对在线教学的需求增加，