Learning Effects, Gender Variances, and Teacher Dynamics in Funds-of-Knowledge-Featured Mobile-Assisted Writing for Latinx English Learners

Abstract

This study investigated the effectiveness of a mobile-based writing tool (MBWT) on a group of middle school-aged Latinx English learners’ (ELs) narrative writing development in the Midwest United States. Implementing an explanatory sequential mixed methods design, 26 ELs completed five funds-of-knowledge-featured narrative writing essays in ten weeks operating under a switching replications quasi-experimental design. When controlling for the five writing topics, the results from mixed-effects multilevel modeling analysis revealed statistically significant and positive effects of the MBWT on the development of the ELs’ writing skills. The results also showed that the effect of the MBWT on writing performance was stronger for male students than for females. Findings of a follow-up qualitative research phase indicated that ELs had positive perceptions toward the adoption of the MBWT. Potential factors that influenced the integrated learning and gender effects were explored as well. This study is significant for engaging teachers in exploring the potential of designing and implementing inclusive mobile-assisted language learning (MALL) for diverse ethnic-minority student populations.