Developing learner autonomy and EFL listening skills through mobile-assisted blended learning

Abstract

ABSTRACT Purposes Despite the increased attention on students’ autonomous learning in mobile-assisted language learning (MALL) and blended learning, their combined approach as mobile-assisted blended learning (MABL) has been largely overlooked. This study fills this gap by investigating the effects of MABL in developing English listening comprehension and learner autonomy (LA). Design/Methodology/Approach The participants were 91 students attending a university in South Korea. Students in the experimental group (n = 50) experienced MABL instruction for English listening, and those in the control group (n = 41) were taught based on conventional English listening instruction for 14 weeks. Before and after the instruction, both groups of students participated in listening comprehension tests and the LA questionnaires as the quantitative data. Findings The study findings are as follows: First, students with MABL instruction significantly outperformed those with non-MABL instruction in the listening post-test. Second, significant differences were found between the two groups concerning the five LA dimensions, and students in the experimental group revealed significantly higher perceived LA in the post-questionnaire than what they perceived before the instruction. Lastly, the results confirmed LA as a positive predictor of their listening performance. Value This study provides compelling evidence of the effects of MABL on the development of EFL listening comprehension and the promotion of LA. Based on the research findings, limitations and suggestions for further study are discussed.