160
Olena Konotop, Oksana Bykonia, Oleksandra Bondar, Yuliia Shevchenko, Tetiana Korobeinikova
Effectiveness of generative learning strategies in independent study of english
using mobile technologies. - Eduweb, 2023, julio-septiembre, v.17, n.3. /160-181
DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.03.14
Cómo citar:
Konotop, O., Bykonia, O., Bondar, O., Shevchenko, Y., & Korobeinikova, T. (2023). Effectiveness of generative learning strategies in
independent study of english using mobile technologies. Revista Eduweb, 17(3), 160-181.
https://doi.org/10.46502/issn.1856-7576/2023.17.03.14
Effectiveness of generative learning strategies in
independent study of english using mobile technologies
Eficacia de las estrategias de aprendizaje generativo en el estudio
independiente del inglés utilizando tecnologías móviles
Olena Konotop
https://orcid.org/0000-0002-8451-357X
T. H. Shevchenko National University “Chernihiv Colehium”, Chernihiv, Ukraine.
Oksana Bykonia
https://orcid.org/0000-0002-8865-8792
Academy of the State Penitentiary Service, Chernihiv, Ukraine.
Oleksandra Bondar
https://orcid.org/0000-0002-3956-9638
Borys Grinchenko Kyiv University, Kyiv, Ukraine.
Yuliia Shevchenko
https://orcid.org/0000-0001-7701-1291
Chernihiv Polytechnic National University, Chernihiv, Ukraine.
Tetiana Korobeinikova
https://orcid.org/0000-0001-9218-5409
Alfred Nobel University, Dnipro, Ukraine.
Recibido: 20/04/23
Aceptado: 30/06/23
Abstract
The aim of the research is to determine and evaluate the practical impact of the educational concept of
generative learning in independent study of the English language with the development of the most
appropriate and effective educational system. The following methods were used to achieve the aim of the
research: EF SET testing, correlation analysis, statistical and mathematical forecast models. Empirical
component of the research and the analytical interpretation of the results indicate a positive effect in the
application of generative methods of learning English. It is quantified by an improved dynamics of learning
English for students of the experimental group (relative to the indicators of the control group) — 2.915
times. Performance for the final test for the group which learned using typical methods was 3.06%. The
relevant indicators for the group that received focal knowledge by generative learning methods were
8.92%. The results of the study indicate the practical impact of the concept of generative learning on the
effectiveness of learning English, and the significant potential for other applications. It is advisable to
conduct repeated empirical studies in other educational institutions and other educational subjects taking
into account the established facts. The results of those studies will be the ground for developing a
generalized educational standard, which will be proposed by the Ministry of Education and Culture of
Ukraine for integration and implementation into approved teaching methods.
Key Words: Concept, system, generative learning, strategy, methods, efficiency.
Revista de Tecnología de Información y Comunicación en Educación • Volumen 17, N° 3. Julio-septiembre 2023
161
Eduweb, 2023, julio-septiembre, v.17, n.3. ISSN: 1856-7576
Resumen
El objetivo de la investigación es determinar y evaluar el impacto práctico del concepto educativo de
aprendizaje generativo en el estudio independiente del idioma inglés con el desarrollo del sistema educativo
más adecuado y eficaz. Se utilizaron los siguientes métodos para lograr el objetivo de la investigación:
pruebas EF SET, análisis de correlación, modelos estadísticos y matemáticos de pronóstico. El componente
empírico de la investigación y la interpretación analítica de los resultados indican un efecto positivo en la
aplicación de métodos generativos de aprendizaje del inglés. Se cuantifica por una dinámica mejorada de
aprendizaje de inglés para los estudiantes del grupo experimental (en relación con los indicadores del grupo
de control) — 2.915 veces. El rendimiento de la prueba final para el grupo que aprendió utilizando métodos
típicos fue del 3,06 %. Los indicadores relevantes para el grupo que recibió conocimientos focales por
métodos generativos de aprendizaje fueron 8,92%. Los resultados del estudio indican el impacto práctico
del concepto de aprendizaje generativo en la efectividad del aprendizaje del inglés y el potencial significativo
para otras aplicaciones. Es recomendable realizar estudios empíricos repetidos en otras instituciones
educativas y otros temas educativos teniendo en cuenta los hechos establecidos. Los resultados de esos
estudios serán la base para desarrollar un estándar educativo generalizado, que será propuesto por el
Ministerio de Educación y Cultura de Ucrania para su integración e implementación en métodos de
enseñanza aprobados.
Palabras clave: Concepto, sistema, aprendizaje generativo, estrategia, métodos, eficiencia.
1. Introduction
Relevance
According to the estimates by the
Statista Research Department
(2023), the English language occupied a
leading position in the global social and information space in 2022. The reason is that about 1.5 billion
people communicate in English as their mother tongue or as a second language. This is 36.4% more than
Chinese (Mandarin) language (1.1 billion users), and 2.5 times more than Hindi (602.2 million users). The
global spread of the English language is impressive: as Yadav (2023) noted, English has the third largest
number of native speakers who use it in everyday life (373.0 million native speakers, after Chinese
(Mandarin) ‒ 930 million native speakers and Spanish languages - 475 million native speakers (Ethnologue,
2023a)). This is an extremely high indicator among the 7,151 languages that exist in the modern world
(Ethnologue, 2023b). English has become the most widespread in atypical linguistic environments in such
countries as India (265 million users), Pakistan (104 million users), Nigeria (60 million users) (Yadav, 2023;
Ethnologue, 2023a) etc.
Such spread of the English language is the result of people’s striving for the use of a universal means of
communication. Only 23 languages among such a large number of existing languages (as mentioned above)
are used by the majority of the world’s population (Ethnologue, 2023b). Only 4% of communication takes
place between native speakers, while 96% of communication takes place with the involvement of at least
one non-native speaker (Yadav, 2023). Therefore, the English language is de facto a means of international
communication, which is confirmed by the following facts:
− according to the monitoring group W3Techs (2023), the English-language sector of the Internet
amounted to 57.7% in 2022, almost 11 times exceeding the closest competitor (5.3% - the Russian-
language sector). This indicator maintains a stable median value at the level of 55% in the dynamics
of the last decade;
− the majority of scientists, engineers and researchers use the English language: more than 50% of
research, scientific and technical works are published in English (Shi-Xu & Pardo, 2018), more than
80% of academic journals are published in English only (Adroit Market Research, 2023);
162
Effectiveness of generative learning strategies in independent study of english
using mobile technologies. - Eduweb, 2023, julio-septiembre, v.17, n.3. /160-181
Olena Konotop, Oksana Bykonia, Oleksandra Bondar, Yuliia Shevchenko, Tetiana Korobeinikova
− Gration (2023) notes that English has the status of the state language in 55 countries (28.5% of the
total number). If we take into account the spread of the English language in business and everyday
life in individual countries, the number of countries where English has a formal status will be 75 — 39%
of all countries of the world. Moreover, there are currently local territories that give the English
language official state status (Saba and Sint Eustatius (Netherlands), San Andres and Providencia
(Colombia), Hong Kong (China), etc.).
According to estimates by Mykhalevych (2021), by 2050, English will remain the third in terms of the
number of native speakers (after Chinese (Mandarin) and Spanish). It will show the largest growth of
44.7%, when the number of people who naturally use increases to 534, 3 million users. However, as
ISA
(2023) noted, the share of the English-language sector of the world economic sphere will continue to
occupy a leading position, and will increase to 34% of the world volume by 2050 (3 times greater influence
on the world economy than that of the nearest competitor — the Mandarin (Chinese) language (11%)).
This will allow the English language to occupy a leading position and increase the number of users to 1.65
- 2.0 million people (Gration, 2023). So, we state that the English language is a universally recognized
communicative tool for access to the leading international multi-area platforms. Therefore, research and
development of effective methods of learning this language is not only relevant, but also urgent.
Unexplored Issues
Despite the numerous methods developed for learning English, there is currently no generalized teaching
method in the world community that would be considered the most effective and would give fast results.
Gration (2023) notes that the English language is compulsory for learning under the approved school
programmes in 138 countries. Teaching of the studied language begins for children on average from 6 to
12 years old. In addition to the spread of mandatory English language learning for children, there is also a
growing interest in learning this communicative tool among the adult population. It provides wider
opportunities, which is confirmed by a significant number of requests on Internet search engines regarding
English language learning, while users from the United Arab Emirates, Malaysia, Sweden, etc. show the
greatest interest (Gration, 2023).
The scale of the influence of the English language on the educational sector can be estimated by several
important factors:
− According to estimates by HolonIQ (2023), the international education is confirmed by certificates of
the appropriate level of accreditation. These certificates are provided upon defence of attestation work
in English. The current volume of the specified educational services is estimated at 10 - 20 million
students annually, By 2030, this indicator will increase to 1 billion university graduates, which has direct
economic consequences. The reason is that the field of international education currently attracts
investment of $196 billion, and will amount to $433 billion by 2030 (with the projected average annual
growth rate of 7.4%). So, it is necessary to have an appropriate level of English language proficiency
in order to obtain a professional qualification of an internationally recognized accreditation level;
− Adroit Market Research (2023) estimates the current volume of investment in learning of the English
language at $12 billion, and predict a further increase of the studied educational sector to $69.62 billion
in 2029 (with a projected average annual growth rate of 9.5%). The researchers note the following
practical methods most often used to learn English: classic method based on thorough manuals, face-
to-face course in the form of group training and online learning. According to Adroit Market Research
(2023), the development of digital means of learning English language is the key economic driver of
the development of the field of English language learning. However, one of the restraining factors
mentioned in this marketing research is the lack of a unitary approach and effective methods of
acquiring relevant skills in mastering the English language;
Revista de Tecnología de Información y Comunicación en Educación • Volumen 17, N° 3. Julio-septiembre 2023
163
Eduweb, 2023, julio-septiembre, v.17, n.3. ISSN: 1856-7576
− According to the analysis of the results of the Verified Market Research (2023a), we come to the
conclusion that the financial consequences of the growing the influence of the English language on
educational and professional activities will be manifested in the increasing investment in English
language knowledge tests. They are used to confirm one’s qualification and accreditation level. The
investment increased from the current $1.9 billion to $6.2 billion by 2030 (with the projected average
annual growth rate of 14.76%. Verified Market Research (VMR, 2023a) distinguishes
The English
Language Proficiency Test (ELPT)
and
The Test of English as a Foreign Language (TOEFL)
among the
test leaders. But the development of digital tools creates qualitatively new approaches and changes
the basic principles of the field of accreditation. This is a direct consequence of the increasing number
of specialized network educational platforms (VMR, 2023b) and the general digitalization of English
language learning. Investment in the digital services for learning English will increase from the current
$4.13 billion to $12.82 billion in 2028 (with a projected average annual growth rate of 15.32%) (VMR,
2023c).
So, we state that currently the field of learning English as a tool for access to multi-sphere international
platforms attracts investment in educational and accreditation processes. The development of digital means
of the Internet was a significant impetus for that. It offers a wide range of variations of educational
programmes and methods, and requires careful research and establishment of the most effective and
appropriate ones for implementation as a generalized effective methodology.
Aim
The aim of the study is to empirically test the hypothesis about the potential effectiveness of the application
of generative teaching methods in increasing the level of English language proficiency with the appropriate
use of accredited testing and verification methods.
Objectives/Questions
The aim involves fulfilment of the following research objectives:
− make a sample among the focus group of students by means of preliminary pre-experimental testing
for the level of English language proficiency;
− form two groups (experimental and control) with an appropriate number of participants in the
educational process based on the median selection principles to ensure a wider sample and establish
a confidence range of qualitative and evaluation indicators);
− develop the organizational and technological sequence of conducting an experiment with the
development of an appropriate scheme for learning English using generative learning strategies for
students of the experimental group;
− based on the results of a repeated post-experimental study, draw analytical conclusions on the
influence of generative learning strategies on the assimilation of educational material in English
language courses;
− based on the results of empirical research and analytical summarization of the data of the scientometric
framework, develop recommendations for the implementation of generative learning as an effective
and efficient method of teaching English, also for students of Ukrainian universities.
2. Literature review
Multilocal information search helps to select relevant academic publications and specialized studies on the
application of generative methods and strategies in the educational field.
164
Effectiveness of generative learning strategies in independent study of english
using mobile technologies. - Eduweb, 2023, julio-septiembre, v.17, n.3. /160-181
Olena Konotop, Oksana Bykonia, Oleksandra Bondar, Yuliia Shevchenko, Tetiana Korobeinikova
Hulukati et al., (2023) proved the effectiveness of the generative learning model (
The Generative Learning
Model
) when integrating this method into an educational programme for studying mathematics, which was
empirically confirmed by the results of a random sample of 171 surveyed students. It was also established
that the generative learning model correlates with the improvement of mathematical skills and does not
correlate with the previous experience of the respondents in acquiring mathematical knowledge. Therefore,
the application of generative learning is positively evaluated for implementation in training programmes for
target groups with different performance levels in obtaining mathematical education.
Roelle, Froese et al., (2022) established an appropriate sequence of introducing the stages of generative
learning, which improves the memorization of the material and reduces cognitive load, on the basis of
empirical studies conducted for 158 university students. The results of the study gave grounds to advise
the introduction of the
Retrieval-Before-Generation
phase, which has an impact on the effectiveness of
generative learning.
Another study by Roelle, Schweppe et al., (2022) confirms the effectiveness of the integrated application
of generative learning and search practice in educational activities. It follows from the conclusion that,
instead of consolidating mental representations, generative activity should have the construction of
coherent mental representations as its main function. So, it was established that engaging students in the
practice of searching for learned information contributes to the consolidation of students’ mental
representations and, therefore, long-term memorization.
Buchner (2022) studies the impact of generative learning on the motivational and emotional factors of the
perception of new technological means —
the augmented reality
— in the education of primary schoolers.
The empirical research for 56 schoolers established the fact of increased scepticism towards the use of
modern mobile tools in the educational process and augmented reality technologies by representatives of
the experimental group. For this purpose, a correlative comparison of experimental (application of
generative teaching methods, namely, self-explanation and self-testing) and AR mobile educational tools)
and the control group (application of AR technologies only) was used. However, the general perception of
the use of AR technologies in education was perceived positively by both representatives of the control
group and pupils with integration of generative strategies into the educational process.
Mohammed (2022) experimentally proved the correlative effect of generative teaching methods on the
expressive performance of fourth-grade students in natural sciences on the basis of control (32 students)
and experimental (33 students) groups. According to the results of the research, it was established that
there is an educational need for fourth-grade students to use modern teaching methods. It was also found
that the generative learning strategy works to develop higher mental levels of thinking and the right way
of thinking.
Anshari and Akmam (2022) emphasizes the need for the continuous development of the competences of
the teaching staff of the general education system with the adaptation of relevant qualifications to the
modern requirements for the organization of the learning process with the involvement of modern digital
tools and the Internet based on generative educational strategies. In particular, the study demonstrates
the positive impact of training of the teaching staff on the possibility of involving generative teaching
methods in the educational process using digital means and multimedia synchronous presentation content.
This contributes to increasing the effectiveness of the generative education system.
In view of the focus of this study, Bardone et al., (2022) objectively indicated the difficulties of implementing
the educational process of learning English for the relevant teaching staff caused by the impact of the
global pandemic restrictions. Three groups of high school students were empirically studied in interaction
with an English teacher in the conditions of limited physical attendance of educational institutions and
intensification of the online educational process. The results of the study revealed the problem of uncertain
Revista de Tecnología de Información y Comunicación en Educación • Volumen 17, N° 3. Julio-septiembre 2023
165
Eduweb, 2023, julio-septiembre, v.17, n.3. ISSN: 1856-7576
expectations for the effectiveness of both the teacher and the students — the uncertainty led to the
formation of
“genuine creative”
tension. So, the use of generative learning methods, in particular, self-
education, allowed two parties of the learning process to focus on the immediate educational task, reducing
the focus on expectations of results and other uncertainties.
Osman and Shahrani (2022) conducted an experiment with 48 students divided into 2 groups: experimental
and control. He empirically proved the effectiveness of the generative model of learning synonyms and
antonyms in the English school course. The results indicate a statistically significant difference between the
average scores of members of the experimental and control groups for the post-test in the levels of
memorization, understanding and application in favour of the experimental group. The latter was trained
according to the generative model throughout the experiment.
Wang (2022) proposed a new method of summative assessment of the level of English based on the use
of modern digital solutions and cloud services. This, in turn, involves the use of generative learning of the
English language. It was proved that a diversified assessment process can not only ensure that students
complete their learning assignments efficiently and quickly. It can ensure that students are evaluated
objectively and rightly compared to the typical methods of final assessment of the level of knowledge at
the end of an English language course.
Seo (2022) empirically proved the impact of generative learning systems in combination with the
appropriate design of multimedia content involved in the educational process on the quality of learning
English. The results were obtained from the surveys of 232 college students who participated in an online
English language training. It is proposed to create the educational content with the possibility of its
generative regulation for students studying according to the generative strategy for learning English.
Oktaviani et al., (2021) proves the effectiveness of applying generative methods of teaching English for
students of a special educational institution using modern digital tools and methods. This illustrates the
potential possibility of combining a generative strategy for learning English with modern systems of
multimedia presentation of educational material.
Hao and Othman (2021) proves the effectiveness of automating the
Second Language Acquisition (SLA
) by
integrating generative learning models updated through modern digital means that form adaptive and
appropriate multimedia educational content.
Wang (2021) proves the effectiveness of using a generative learning model in online English learning. In
this model, a student is not a passive recipient, but an active participant in the learning process, who builds
a meaningful understanding of information in the environment. That is, the generative learning model in
the concept of “attention, motivation, experience of prior knowledge and generation”, and also the concept
of “attention” enable obtaining comparable results in learning English.
The following terminological and taxonomic basis was established based on the results of the multilocal
information search.
A generative learning strategy is a system of learning new information arrays by identifying important
aspects, vectors and focuses, recombining new data and their correlative integration into an already existing
system of personal knowledge. In other words, new knowledge is assimilated with the help of pre-arranged
information that make up the knowledge base of each individual student involved in the educational
process.
166
Effectiveness of generative learning strategies in independent study of english
using mobile technologies. - Eduweb, 2023, julio-septiembre, v.17, n.3. /160-181
Olena Konotop, Oksana Bykonia, Oleksandra Bondar, Yuliia Shevchenko, Tetiana Korobeinikova
There are eight generative strategies, which have separate limitations and features of application, which
include: summarizing, mapping, drawing, imagining, self-testing, self-explaining, teaching, enacting ‒ Table
1.
Table 1.
Characteristics of typical generative learning strategies
The name of the
generative
strategy
Characteristics and features of application
Application limitations
1
2
3
Summarizing
A training system that involves the application of
the technique of finding the main aspects of the
studied data set, logical-structural recombination
of information flows and correlative matching of
new information with already arranged knowledge
It is appropriate to use it for the study
of spatially arranged and relatively
uncomplicated information arrays. A
more effective scheme of
implementation is learning with an
integrated practice model with
feedback
Mapping
A learning system that involves mastering new
information arrays by interpreting the main
aspects in the form of conceptual maps,
knowledge maps, graphic organizers, etc. The
identified main aspects of the studied information
flows, which are subject to the mapping
interpretation procedure, must be consistent with
the previously acquired knowledge
Information mapping is a rather time-
consuming process and requires
significant preliminary preparation.
Therefore, this technique must be
used with appropriate motivation to
study new information in this way
Drawing
The information to be learnt are interpreted
graphically with the creation of appropriate
graphic images that reflect the main aspects of
the studied information.
The identified focuses and aspects of the studied
information flows should be consistent with the
previously arranged knowledge, taking into
account the context of the graphic display of the
recombined information.
The effectiveness of this technique
depends on the clarity of the idea of
the studied information and successful
graphic interpretation.
The appropriate organization of this
strategy involves a preparatory period,
when students are provided with
detailed instructions, content that can
be partially used, and relevant
motivational trainings that improve
the quality and adaptability of this
educational technique
Imagining
New information is learnt through the mediation
of adaptive imagery, where the mental images
created by learners represent the focal aspects of
new information streams that are consistent with
previously acquired knowledge
It is appropriate to apply to students
who have a significant arranged
knowledge system. Therefore, it is
necessary to carry out pre-testing in
order to determine the initial level of
arranged knowledge of the target
group for the introduction of this
method,
Self-testing
A search-based learning system, which provides
for the determination of the most relevant
information, which is further systematized and
coordinated with previously acquired knowledge.
Search activity under this learning strategy
simulates the final test
Self-testing is advisable before
implementation after the first
familiarization with the studied
information, and requires frequent
and repeated application
Self-explaining
A system of education, in which students carry out
its systematization and coordination with
The methodology cannot be applied all
the time and requires preliminary
Revista de Tecnología de Información y Comunicación en Educación • Volumen 17, N° 3. Julio-septiembre 2023
167
Eduweb, 2023, julio-septiembre, v.17, n.3. ISSN: 1856-7576
previously acquired knowledge, while applying
their own methods of understanding and
recombination of the studied information flows
from the beginning of the process of assimilation
of new information
preparation with the definition of
corrective and reference points in the
development and arrangement of new
information
Teaching
Under this strategy, students are involved as
teaching staff to teach other students. In this
case, the training is focused on independent
aspecting and structuring of new information by
students- “teachers”, and their recombination and
coordination with previously acquired knowledge
for students- “students”
The method is time-consuming, as it
requires preparatory actions and
control on the part of the teaching
staff in order to prevent
misinterpretation of the educational
material
Enacting
A learning system that involves the assimilation of
new educational material using active physical
actions (manipulation of studied objects, use of
informative and communicative gestures, etc.).
Active interpretations must be
consistent with previously acquired
knowledge. The application of the
methodology requires prior instruction
regarding the recognized spectrum of
possible actions and further control by
the teaching staff regarding the
correctness of the activity when
learning new educational material.
According to the information in Table 1, we state a generalized terminological-taxometric basis: generative
learning strategies are educational systems that provide for the active, personalized participation of
students in the educational process using established methods. The prerequisite here is the further
coordination of new information arrays with previously acquired knowledge.
The results of the literature review give grounds to conclude that the generative learning strategy is quite
effective in learning English, which, in combination with modern digital tools and appropriately organized
multimedia content, will allow students to significantly improve their English language proficiency.
3. Methods
Research design
The research involved a search from the selected research vector in several logical stages (Figure 1):