Mobile Assisted Language Learning Application Research Articles

Mobile Assisted Language Learning: Ecuadorian Undergraduate Polytechnic Students' Perceptions

Despite the increased use of mobile devices for language learning, little research has examined Ecuadorian university students' perceptions of Mobile-Assisted Language Learning (MALL). This study aims to explore undergraduate polytechnic students' perceptions of using MALL for English skills development. Also, it looks at the different factors associated with the acceptance of technology and identifies those that are more common. This quantitative research design uses a survey adapted from the Technology Adoption Model (TAM). It counts with the participation of 126 Ecuadorian undergraduate polytechnic students taking English as a foreign language classes. Participants were very positive about using MALL applications to learn English during their off-classroom time. The average total mean score was 4.373. It was also determined, through multiple regression analysis, that Perceived Usefulness (t = 6.025, p < 0.000), Social Influence (t = 2.876, p < 0.000), and Perceived Outcomes (t = 3.903, p <0.000) were the highest predictors of MALL acceptance. The two main contributions of this study to the literature are that students feel a connection between their language learning aims and attaining them by using MALL. Perceived Outcome is a high predictor of MALL usage. The findings suggest that Ecuadorian educational practices should increasingly integrate Mobile-Assisted Language Learning (MALL) technologies, as students perceive them as highly useful, especially in improving language skills, fostering social collaboration, and offering personalized, flexible learning experiences that align with their technological readiness and cultural context.

Inadequate Aural Vocabulary Knowledge of High-Frequency Words

Aural vocabulary knowledge (AVK) of high-frequency words is critical for second language listening comprehension. However, learners of English as a foreign language (EFL), despite considerable periods of language study, often do not have the AVK needed for basic communicative competence. A mixed methods approach is applied to determine whether mobile-assisted language learning (MALL) can help solve this problem. First, a cohort of 33 Japanese EFL students with suboptimal AVK were divided into a treatment group (n = 17) and a control group (n = 16). Over a two-month period, the treatment group used a MALL application that enabled self-assessment and teacher monitoring of learners’ AVK of 1,000 frequently occurring English words. A comparison of pre- and post-test scores between the treatment and control group suggested that the MALL intervention was associated with improvements in AVK. Further, data stored by the application enabled an analysis of the words learners found most difficult, and interviews with a sub-group (n = 5) were undertaken. Results suggested that reduced forms and the influence of Japanese phonotactics were key factors limiting the ability to recognize spoken words. Links to resources that can help learners improve AVK of high-frequency words are provided and pedagogical implications are discussed.

UTILIZING MOBILE-ASSISTED LANGUAGE LEARNING (MALL) TO ALLEVIATE SPEAKING ANXIETY AMONG EFL STUDENTS

This study employs a sequential explanatory mixed-methods case study approach to examine the effectiveness of Mobile-Assisted Language Learning (MALL) applications in reducing speaking anxiety among English as a Foreign Language (EFL) learners. The research targeted 17 twelfth-grade science students, comprising ten males and seven females aged 17 to 19, using a combination of web-based surveys and semi-structured interviews for data collection. The findings underscore significant positive outcomes, highlighting the substantial role of MALL applications in enhancing students’ proficiency in English. Notably, an analysis of responses to survey item number 22 shows that 64.7% of students agree that MALL applications have been instrumental in alleviating their speaking anxiety. This study provides valuable contributions to the field of language education by presenting evidence-based practices that leverage MALL applications to lower speaking anxiety and boost EFL learners’ speaking skills, proposing innovative and effective approaches for language learning.

Using social media platforms to prepare for examinations post Covid-19: The case of saudi university EFL learners

Mobile-Assisted Language Learning (MALL) applications have been increasingly used by learners and instructors after the government imposed social and educational restrictions in Saudi Arabia for almost two years due to the Covid-19 pandemic. This research investigates Saudi EFL university learners’ use of MALL applications, specifically Social Media Platform (SMP) applications, in their preparation for achievement exams post the Covid-19 pandemic social and educational restrictions. A questionnaire consisting of questions, as well as a range of open-ended question was designed and administered to 125 English major female learners who were enrolled at King Faisal University (KFU) in two different educational modes viz., regular (66) and distance (59) participation. Seven SMP applications – WhatsApp, YouTube, Telegram, Twitter, Instagram, Snapchat and Facebook – were used in this study. Data were analyzed quantitatively using the MANOVA test in SPSS, and qualitatively. The results have shown that both Regular Learners (RLs) and Distance Learners (DLs) used SMPs to prepare for their exams. The data analysis revealed that there were significant differences between RLs and DLs in their frequency of use of SMPs in preparation for exams. WhatsApp was the most frequently used SMP by RLs, whereas Telegram was the most frequently used SMP by DLs. Facebook was the SMP least frequently used by both groups. There were also statistically significant differences in favor of RLs over DLs in the frequency of use of SMPs in preparation for exams due to the Covid-19 pandemic Most participants reported that SMPs have a positive effect on their academic achievements. During the pandemic this was the main reason for continuing to use SMPs. Other reasons that emerged from the qualitative analysis of the open-ended responses included educational, technical and cognition reinforcement. The study results suggested implications for learners, instructors and educational policy makers.

The Antecedents of Mobile-Assisted Language Learning Applications Continuance Intention

The purpose of the research is to analyze the factors that influence the continuance intention to use Mobile-Assisted Language Learning (MALL) applications in the context of language courses in Indonesia. The study aims to understand the key factors that contribute to users' intention to continue using MALL applications, particularly in the context of the COVID-19 pandemic and the shift towards online and remote language learning. The research used the expectation-confirmation model and self-determination theory. Moreover, the research utilized a mixed-methods approach to achieve its objectives. A quantitative approach was employed, involving a survey with 445 respondents who had experience using MALL applications. The survey data was then analyzed using covariance-based structural equation modeling. Additionally, qualitative research was conducted through interviews with 17 respondents to gain a deeper understanding of rejected hypotheses and gather qualitative insights. The most important results of the research include identifying the factors that influence the continuance intention to use MALL applications. The study found that users' perceived usefulness of the application, their satisfaction with its usage, and their self-regulation ability significantly influence their intention to continue using MALL. These findings highlight the importance of these factors in shaping users' decision to persist with MALL applications for language learning. By understanding the factors that influence users' intention to continue using MALL, educational institutions and application providers can improve their offerings and tailor them to meet the needs and expectations of learners. This research advances the e-learning area by shedding light on the factors that influence the continuance intention to use MALL applications. By uncovering the importance of perceived usefulness, satisfaction, and self-regulation ability, the study contributes to the understanding of user behavior and decision-making in the context of e-learning. The findings can inform the design and implementation of MALL applications, leading to more engaging and effective language learning experiences in online and remote settings. This research contributes to the advancement of e-learning practices by providing evidence-based insights into the factors that drive user intention and adoption of technology in language learning.

Development and Testing of Mobile Assisted Language Learning Application to Improve Oral Clinical Case Presentation of Student Nurses

Background: Nurses’ oral case presentation is a core clinical communication skill with distinctivelinguistic qualities that require specific language training. The present paper is auser feedback analysis of a start-up Mobile Assisted Language Learning application (MALLapp) developed and implemented to provide English language training to improve OralCase Presentation (OCP) of student nurses pursuing baccalaureate degrees from a nursingcollege in South India. Objective: The aim was to develop and test an Android based OCPMALLapplication for user acceptability and effectiveness in improving OCP performanceand decreasing the perceived language difficulty. Methodology: Sixty-two student nursesfrom a reputed nursing college in Chennai, South India, using Android mobile phonesparticipated in the study. All the participants were given access and instructions on theuse of OCP-MALL app. A comparison of pre and post-test of perceived level of languagedifficulty and OCP pre and post score along with users’ acceptance were collected. Results:The users’ acceptability showed that all participants rated the clarity in reading the textwith highest mean score of 8.29 and std of 1.276, simplicity in navigation – moving to nextpage with next highest mean score of 8.19 and std of 1.526, clarity in text application layoutwith a mean score of 8.14 and std of 1.497 and user friendliness of the application witha mean score of 8.13 and std of 1.393. Conclusion: This startup OCP-MALL app user satisfactionfeedback proves that

The Effects of Using MALL Applications to Teach Vocabulary to EFL Learners in UTAS, Oman

This study aims to evaluate the effectiveness of incorporating different types of smartphone applications i.e., game-based, flashcards and self-paced applications in vocabulary teaching and learning at a public university in Oman. Past research indicated that Mobile Assisted Language Learning (MALL) applications facilitated second language learning (Stockwell, 2010). As a result, many teachers have opted to use smartphone-based applications such as Kahoot, Quizlet, and Memrise to engage their learners in the classroom and motivate them to learn lexical items. This paper investigates how deep is the influence and effectiveness of teachers’ use of mobile applications on the students' learning of Academic vocabulary and how these applications should be utilized to be as effective as possible. The study uses semi-structured interviews with 8 interviewees who are lecturers at UTAS, Oman. The interviews focused on frequency of usage, efficiency, personal experiences and ideas for effective implementation of such applications in the future. Results indicate that smartphone applications used for vocabulary learning have a positive impact on vocabulary teaching and learning, enhancement of academic learning skills and advancement of academic vocabulary retention levels. The study also provides recommendations for effective use of mobile applications in vocabulary learning and teaching.

The Efficacy of Mobile-Assisted Language Learning in Improving Learners’ Reading Skills in Relation to Metacognitive Strategy

Mobile-assisted language learning (MALL) is a mobile device-based approach that is utilized in language learning to enhance students' reading proficiency. As mobile devices have become the dominant mode of learning due to prevailing conditions, it has become increasingly necessary to employ adaptable learning processes that aim to improve students' reading skills through the use of metacognitive strategies. Although reading is one of several skills essential to learning English, in the current pandemic situation, it is impractical to teach it directly. Therefore, the MALL approach is imperative to adapt to the new teaching-learning process, particularly in the current pandemic scenario. This study endeavors to assess the application of MALL and its impact on students' reading skills by conducting both qualitative and quantitative research. Data collection methods in this study include observation, documentation, and field notes. The study involved one problematic class, to which researchers implemented the MALL application, followed by tests and interviews at the end of the study. The results indicate a significant increase in students' reading skills, along with ease of learning during the pandemic. Thus, this study highlights the efficacy of the MALL approach in improving students' reading skills and adapting to the pandemic-induced new teaching-learning process.

Exploring learners’ continuous usage decisions regarding mobile-assisted language learning applications: A social support theory perspective

Exploring learners’ continuous usage decisions regarding mobile-assisted language learning applications: A social support theory perspective

How Instagram as a MALL tool impacts EAP learners' technical vocabulary learning and perceptions in an electronic context.

Mobile-assisted language learning (MALL) technology and the link it creates with language education domains made researchers interested in the plausible effects of MALL tools on English for academic purposes (EAP) students' language development. Likewise, this study investigated the effect of Instagram as a MALL tool on technical vocabulary knowledge of Iranian EAP university students (physical education major) in an electronic course conducted via Adobe Connect as well as their perceptions and attitudes toward Instagram. In a pretest-posttest quasi-experimental research design, 60 EAP university students at the intermediate level were randomly assigned to a control group and an experimental group who practiced technical vocabulary in physical education via different tasks on Instagram. Both groups participated in an online pretest and posttest of technical vocabulary, yet only the experimental group completed a questionnaire about their perceptions and attitudes toward Instagram. The repeated-measures two-way ANOVA on the test scores indicated that the experimental group outperformed the control group in learning technical vocabulary. Further, analysis of the responses to the questionnaire revealed positive perceptions and attitudes toward Instagram as a supplementary MALL tool for learning technical vocabulary. The findings encourage EAP instructors to use Instagram as an accessible MALL application to share their teaching materials with learners.

Mobile-Assisted Language Learning using Task-Based Approach and Gamification for Enhancing Writing Skills in EFL Students

The purposes of this research were 1) to study the user experience and needs of EFL students and teachers in learning English writing skills; 2) t to design and develop a mobile-assisted language learning (MALL) application, teaching writing procedure, and writing activities; and 3) to implement a MALL application and, teaching writing procedure to students. The samples were 665 EFL lower secondary students in Thailand as the online survey respondents and five high school teachers as the interviewees. The experiment samples were 35 EFL lower secondary students. The research instruments consist of the MALL application, the learning process, English writing tasks, English writing tests, scoring writing rubrics, and a questionnaire on student satisfaction. The experimental period lasted for 8 weeks. The data were analysed by using frequency, mean, standard deviation, priority needs index, dependent t-test, and one-way ANOVA with repeated measure analysis. The research result indicated that 1) lower secondary students were able to use the internet on a regular basis. Students wanted to learn writing skills relevant to the student's experience through the study of writing errors, writing samples, writing styles, peer assessment, and constructive feedback from teachers. 2) The learning process of mobile-assisted language learning application using a task-based approach and gamification to enhance lower secondary students’ English writing skills consisted of 3 components: pre-task, task process, and language focus. The 7 steps are as follows: selecting themes, exploring topics, drafting ideas, editing tasks, giving feedback, reviewing submissions, and concluding findings. 3) The experiment results indicated that the samples’ English writing skills in the post-test were higher than in the pre-test at the .05 level of significance. 4) The difference in mean scores in the English writing tasks showed that there was a difference between English writing scores at the .05 level of significance (F=1579.266, sig=.000). 5) The result of satisfaction showed that the respondents were very satisfied with the learning process and MALL application.

A Review on Vocabulary Learning-Designed MALL Applications in the EFL Context

This review synthesizes the role of applications designed for vocabulary learning in Mobile-Assisted Language Learning (MALL) in previous studies in the EFL (English as a Foreign Language) context from 2010-2022, according to a set of criteria: (quasi) experimental studies, open access peer-reviewed articles and book chapters, types of applications installed on smartphones, vocabulary learning in the EFL context, students, and publication period (2010-2022). Specifically, the paper emphasizes the role that vocabulary learning-tailored applications have played in impacting learners’ EFL vocabulary learning (henceforth EFLVL) process. The papers that have met the criteria (51 out of 146) were examined using a set of categories: context of the study, level of education, types of applications, learning impact, major, and gender. The analysis showed that specifically designed mobile applications play an important role in boosting learners’ EFL vocabulary knowledge, motivation, attitudes, and perceptions. Research gaps and future recommendations are suggested based on the findings.

A Meta-Analysis on Mobile-Assisted Language Learning Applications: Benefits and Risks.

Mobile language learning applications are a pervasive facet of modern life, however evidence on their effectiveness on L2 learning outcomes is lacking. In the current work, we sought to determine the effect of mobile language learning applications on L2 proficiency between groups who used mobile language learning applications and control groups who learned with traditional methods on L2 achievement. We systematically searched journal articles and grey literature between 2007–2019 and performed a quantitative meta-analysis based on 23 synthesized effect sizes. We also performed risk of bias and quality of evidence assessments on our included papers. We found a moderate-to-strong overall effect (g = 0.88) of learning achievement using mobile language applications compared to control groups who learned with traditional approaches. At the same time, we found high risk of bias and low quality of evidence across all included studies. Our results provide evidence for mobile applications as a beneficial tool for second language learning. However, findings should be treated with caution due to risks of high bias and low quality of evidence. Improvements for future studies are discussed.

MOBILE ASSISTED LANGUAGE LEARNING IN THE CONTEXT OF COMMUNICATIVE CLASSROOM PRACTICES

This paper presents a mixed-methods approach to researching the viability of supplementing mobile-assisted language learning (MALL) apps focusing on receptive skills with a course curriculum that emphasizes meaningful communication, mitigation of error-aversion tendencies, cultural awareness, and presentation skills. Adult language learners working for a company were assigned fifty units of the online mobile assisted language learning application, ReallyEnglish, while concurrently taking weekly hour-long lessons that focused on meaningful communication, mitigation of error-aversion tendencies, cultural awareness, and presentation skills. Many researchers have lamented the fact that most MALL applications do not take full advantage of technological affordances to create opportunities for learners to use their devices as tools of interaction. Instead, apps that focus on receptive skills including vocabulary memorization and grammatical rules are more popular. This paper acknowledges that creating more apps focusing on productive skills is necessary but focuses on how to create a robust curriculum surrounding such receptive-skills apps. Learners improved as shown by standardized test scores, learner reflection, and surveys.

Online Learning Platform as MALL Application Due to Covid-19 Pandemic

COVID-19 pandemic forces the change of education system in Indonesia from conventional to online because of the face-to-face learning prohibition from the Indonesian government. In such situation, Mobile Assisted Language Learning (MALL) is needed, and some online learning platforms are provided by higher education institutions, one of which is MyBest. This research aimed to determine students’ perception towards MyBest as online learning platform. Mixed Method using quantitative and qualitative data was applied in this research. Data were collected by giving questionnaire and doing interview with the students of Bina Sarana Informatika University as respondents. The research results showed that most of the students gave positive opinion about this platform because it could help them learn the lesson better. Yet, they also faced some problems in using it such as low internet connection and uncomfortable eyes when reading a long text on screen.

Personalised instructional feedback in a mobile-assisted language learning application using fuzzy reasoning

Personalised instructional feedback in a mobile-assisted language learning application using fuzzy reasoning

Personalised instructional feedback in a mobile-assisted language learning application using fuzzy reasoning

This paper addresses the interesting issue of mobile-assisted language learning using novel techniques for further improving the adaptivity and personalisation to students. The domain model of the system includes English and French language concepts, and its user model holds information about students and their progress. It also embodies a database of categories of errors and misconceptions which have been reported as common in the related literature. The system is also responsible for conducting model-based error diagnosis using machine learning techniques and identifying errors such as knowledge transfer, spelling or verb mistakes. In conjunction with error diagnosis, the system employs fuzzy logic to automatically model these misconceptions and errors and then provide personalised feedback to students based on their personal learning needs. The system has been fully evaluated, using the CIAO! framework and t-test. The evaluation results are positive and encouraging regarding the educational effectiveness.

EFL Students' Perceptions towards the Use of MALL to Promote Students' Learning Autonomy

The emergence of internet connections and digital mobile apps has caused a massive integration of Mobile-Assisted Language Learning (MALL) in English language teaching. Learners are fond to use MALL to practice their English proficiency inside and outside the classroom. Moreover, with the assistance of MALL features, learners can enhance their English competence as well as their learning autonomy. In this study, we intend to investigate perceptions of EFL students toward the use of MALL in English learning to promote their learning autonomy. Situated in a private university in Cirebon, this study voluntarily recruited four EFL students who have fulfilled a set of criteria to be involved in interview sessions and self-reflection. They are English students who have positive perceptions on technology acceptance and learning autonomy based on the data of a preliminary study. The findings show that participants perceived the ease of use and the usefulness of MALL applications in English learning. Besides, this study also reveals that participants agreed that MALL can support their learning autonomy outside the classroom. Some implications of the study are discussed further in this paper.

Supplementing mobile-assisted language learning with reflective journal writing: a case study of Duolingo users’ metacognitive awareness

Mobile-assisted language learning (MALL) has witnessed an explosion of interest from consumers and researchers. However, consumers often complain about the limited functionality of MALL applications, which typically do not allow for critical self-reflection or for users to consider different aspects of their learning such as the task itself, the strategies they use, and the challenges they face. Scholars, meanwhile, have argued that MALL research is frequently not grounded in theory, leading to problems with connecting theory and practice. The current study addresses these issues. Drawing upon metacognition theory, this study investigates the implementation of a weekly reflective e-journal writing activity in addition to learners’ engagement with the MALL application Duolingo. Over a five-week span, the researcher conducted a case study with six learners, exploring: how the addition of a weekly e-journal activity aided students’ metacognitive awareness of aspects of L2 learning; students’ perceptions of using reflection journals with MALL; and users’ experience with MALL and Duolingo in general. The findings show the journals aided students’ metacognitive awareness in five domains, and learners generally reported finding the activity beneficial and enjoyable. Implications are discussed for future research and pedagogy regarding the combination of reflective journaling activities with MALL.

Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020

More than 300 million people use the gamified mobile-assisted language learning (MALL) application (app) Duolingo. The challenging tasks, reward incentives, systematic levels, and the ranking of users according to their achievements are just some of the elements that demonstrate strong gamification elements within this popular language learning application. This application’s pervasive reach, flexible functionality, and freemium business model has brought significant attention to gamification in MALL. The present systematic review aims to summarize different methods, frameworks, settings, and research samples used to assess Duolingo’s design and impact on various learning outcomes. We carried out a complete database search for articles focused on the issues of design, application, and pedagogies in the use of Duolingo. Three hundred and sixty-seven records were initially found, and 35 of those were selected for final inclusion based on language choice, theoretical frameworks, design, sampling, data collection, and analyses (see Appendix 1 for full list). The results indicated that the majority of research from 2012-2020 was design-focused, quantitative in nature, and used non-probability sampling methods. The focus on app design marks an emphasis on the creation of tools rather than the process and outcomes of language learning from using these tools. Additional results revealed preferences for performance-based research questions, for English as language of choice in research, and for the USA as the most prominent context for Duolingo research studies. Furthermore, our review highlights research gaps specific to Duolingo, yet generalizable to other MALL applications. The results are useful to researchers seeking to assess, evaluate, and understand MALL, gamification, and Duolingo as well as to practitioners interested in utilizing MALL in formal and informal learning environments.