自從20世紀後期開始，科技融入語言教學變成趨勢，隨著行動裝置的興起，眾多科學家開始研究行動裝置輔助語言教學的應用。眾多研究結果顯示行動裝置的普遍性和便利性對於學習者口說能力的發展和動機，有十分顯著的增強效果。除了硬體設備，行動裝置裡的多元軟體也提供學習者一個練習口說的社交平台。總體而言，行動裝置對於學習者在口說能力的提升是有助益的，但研究者發現，文獻中並沒有特別探討行動裝置對於哪部分口說能力有顯著成效。
因此，本研究採用後設分析，藉著搜集十六篇相關主題的實證研究，並用十個調節變項編碼，分析各類型的效果量來探討行動裝置增強口說能力的影響。研究結果顯示研究者會隨著學習者的語言程度、口說能力部分的語言知識、行動裝置軟體型態和測驗方式的不同，有不同的效果量。而學習者對於行動裝置輔助口說能力的效果，不論學習，年齡、教育程度、學習情境和介入時間長度的差異皆能有顯著助益。為了將行動裝置輔助口說學習發揮最大效益，研究者建議可選擇適當的軟體使用，並根據不同程度的學習者設計適當的測驗形式來提升學習效果。

The employment of technology on language learning can be traced back from the late 20th century. With the growth of mobile device, myriads of researchers embarked on investigating the effect of mobile assisted language learning (MALL). Numerous empirical studies have shown that mobile devices enhanced learners’ speaking proficiency and motivation significantly for its features such as ubiquity and portability. The overall effect of MALL on speaking is generally positive; however, the factors that might moderate its effect were rarely examined in previous primary studies.
Therefore, the study aims to conduct a meta-analytic study to investigate the influential factors of MALL on speaking proficiency. The present study in total collected 16 empirical studies of MALL on speaking, and successfully screened out 10 moderator variables. The result showed that significant moderator variables included learners’ language level, language knowledge in speaking, mobile software use and types of assessment. The result showed that significant moderator variables included learners’ language level, language knowledge in speaking, mobile software use and types of assessment. The pedagogical implications were discussed in light of the research findings.

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