隨著科技的發達與進步，運用科技融入語言教學已成為課堂上不可或缺的輔助工具。從早期的電腦輔助演變至今，行動裝置如手機，平板等工具早已成為教師及學生拓展學習場域，增加學習機會的工具。眾多研究指出，行動裝置能有效增進閱讀理解能力，例如增強閱讀策略，提升學習興趣，加強合作學習，使學習更為個人化，最終促成自主學習。然而，在不同的學習情境下，行動裝置是否一如眾多研究結果都呈顯著的學習成效呢?
本研究採用後設分析法，蒐集十九篇實證研究，擷取實驗之閱讀測驗結果，計算出總效果量，並根據學習情境、學習者教育程度、學習者語言程度、實驗實施長度、語源、目的語、應用程式主要設計特徵、實驗場域、閱讀測驗類型、多模態類型、程式系統類型及教學法共十二類，加以編碼，分析各類型的調節變項是否會影響行動裝置輔助閱讀理解能力之效果。研究結果顯示，運用行動裝置輔助閱讀理解能力，其效果量為接近中等效果量。簡言之，約有62%學習者能藉由行動裝置提升閱讀理解能力。另外，從調節變項之分析結果顯示，學習者教育程度、學習者語言程度、實驗實施長度、閱讀測驗類型、多模態類型、程式系統類型及教學法皆會影響行動裝置輔助閱讀理解之效果量。根據研究結論，研究者建議語言教學者須在恰當的學習場域裡用合宜的教學法搭配設計良好的閱讀應用程式，才能將行動裝置的優點發揮到最大化。

With the development of modern technology, using technical devices in classrooms to teach language has become commonplace in recent years. From the introduction of computers until now, mobile devices such as cellphones and tablets have become vital in increasing learning opportunities. A number of empirical studies have indicated that mobile assisted language learning (MALL) can effectively facilitate improved reading comprehension. This includes improving reading strategies, increasing learning motivation, empowering collaborative learning so that learning becomes more individualized, and eventually achieving learning autonomy. Therefore, it is important to determine if MALL has positive effect in any learning context.
The present study aims to calculate the overall effect size of MALL by analyzing the results of reading comprehension tests from 19 empirical studies through meta-analysis. Moreover, 12 potential moderator variables were categorized to identify significant moderators among variables. Results indicated that moderators such as education level, levels of readers, intervention duration, type of test, multimodal type, system type of the reading apps, and teaching method could successfully explain the variation in the effects of mobile devices on reading comprehension.
According to the findings, a deliberate-designed reading app is suggested with appropriate teaching methods under informal or unrestricted settings that allows MALL to maximize its effect to reading comprehension.

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