Mobile Assisted Language Learning Research Articles

Gauging the effectiveness of a mobile application for learning English phrasal verbs

Abstract This study used a mixed-methods approach to evaluate the efficacy of mobile-assisted language learning (MALL) in teaching English phrasal verbs (PVs) in a 12-week study. The participants were 122 EFL college students divided equally into an experimental and a control group. The experimental group was assigned PV learning on an iOS-based application (henceforth referred to as “app”) for eight weeks; the control group learned the same PVs through paper-based material. Pre-tests, post-tests, and weekly class tests were conducted, and one-way ANOVAs were performed to evaluate the differences between the two groups using their pre-test and post-test scores, with repeated measures ANOVA used to analyse the learning gains in weekly tests. The results revealed that the experimental group significantly outperformed the control group in the post-test (F = 6.09, p = .015, Cohen’s d = 0.45) and weekly tests (F = 31.68, p = .000). A Likert-scale-based e-questionnaire consisting of 19 items was administered to the experimental group to obtain their perceptions of the app’s usefulness for learning English PVs. The overall results suggest that MALL, particularly with this specific mobile app, may enhance students’ ability to understand and use English PVs, a key aspect of vocabulary skills. The findings can be used to encourage instructors to employ MALL for teaching the English lexicon for better learning outcomes in EFL settings.

Predicting EFL University Students' Acceptance of Mobile Assisted Language Learning through the UTAUT2 Model

This study used the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model to examine the factors influencing the acceptance of MALL by the Moroccan EFL students of Sidi Mohamed Ben Abdellah University. For this purpose, 150 undergraduate EFL students participated in the research. The survey questionnaire adapted from (UTAUT2) model showed the influence of the following factors on students' behavioral intention to use MALL: performance expectancy, effort expectancy, social impact, facilitating conditions, hedonic motivation, and habit. The findings highlighted the importance of perceived usefulness and ease of use, the need for institutional support, engaging learning experiences, and promoting MALL use as a habit. This study provides valuable insights for educators and policymakers seeking to optimize MALL adoption and improve language learning outcomes.

Bibliometric and Visualized Analysis of Research on English Learning Under Mobile-Assisted Language Learning based on CiteSpace

Bibliometric and Visualized Analysis of Research on English Learning Under Mobile-Assisted Language Learning based on CiteSpace

Mobile Assisted Language Learning in EFL Contexts: Maximizing Vocabulary Acquisition through Messenger Apps

Mobile Assisted Language Learning (MALL) has drawn the attention of researchers worldwide and is gaining more popularity in various educational backgrounds. In this context, the present study is conducted to investigate the effectiveness of MALL in English as a Foreign Language (EFL) settings. The study comprised 90 Moroccan high school students, aged between 15 and 17 years old, divided equally into experimental (N = 45) and control (N = 45) groups. The two groups underwent two treatments, which lasted for two weeks. During the first week, the first experimental group was provided with two vocabulary items via WhatsApp messenger three times a day for seven consecutive days; however, the control group received a printed list of the 14 items at the beginning of the week. In the second week, the groups switched treatments with another set of 14 words. A pretest was used to measure participants' vocabulary knowledge of the target items. Additionally, two immediate posttests were administered at the end of each week to measure the subjects' vocabulary learning during the experiment, while a delayed test was used four weeks after the end of the experiment to assess their vocabulary retention. The pre-and delayed-test results were insignificant since they did not show any difference between the groups, while the immediate post-test scores revealed a significant difference, with the experimental groups outperforming the control groups. In short, this study contributes to the growing body of research on MALL and provides insights for language instructors willing to integrate technology for effective vocabulary learning.

Developing explicit and implicit L2 knowledge with Duolingo’s input-based features: Case studies of L2 Spanish learning

In this single-case study with a quasi-experimental design, we set out to examine the role of two input-based features of the language learning app Duolingo on learners’ development of implicit and explicit second language (L2) knowledge. We investigated the effect of Duolingo’s Stories feature and Podcast feature on two Spanish-L2 learners’ performance on a battery of implicit and explicit L2 knowledge tests. Once a week, over a four-week period using these input-based features, both participants repeatedly performed oral narrative tasks, timed and untimed grammaticality judgment tasks, and metalinguistic knowledge tests. The participant assigned to the Podcast condition showed meager gains in productive implicit knowledge (measured by oral narrative tasks) but decreased in receptive explicit knowledge (measured by untimed grammaticality judgment tasks). The participant assigned to the Stories condition showed a large increase in receptive implicit knowledge of Spanish (measured by timed grammaticality judgment tasks). Neither participant showed meaningful gains in the measure of productive explicit knowledge (measured by metalinguistic knowledge tasks). Although there was a slight increase in receptive explicit knowledge for the participant using Stories, the data from both participants discount the idea that app-based mobile-assisted language learning (MALL) prioritizes receptive explicit L2 knowledge, at least when considering these novel input-based features of Duolingo. These findings add nuance to previous research showing that the primary outcome of MALL app use is receptive explicit L2 knowledge.

The use of MALL EFL students at school level perceptions and challenges

With the ubiquity of technology, the demand to utilize technological tools in education has increased, particularly in learning and teaching English as a foreign language. This study aimed to explore the attitudes and difficulties associated with mobile-assisted language learning (MALL) among English as a foreign language (EFL) students in Saudi Arabian schools. The research follows the quantitative method and employs the technology acceptance model with suggested external factors as the framework of the study. The questionnaire, comprising 29 items in the Likert scale style, serves as the study's main tool. 31 third-grade high school students, from Al Madinah Al Munawwarah educational directorate, recruited in the study. For analysis, the proposal model is analyzed using the structural equation modeling (SEM) method. As a result, the study found largely positive attitudes toward using MALL for learning English. Moreover, the mean score analysis revealed a high percentage of mobile device ownership, potentially leading to significant time spent on these devices. However, the study found some challenges for the students that prevent them from using MALL effectively, such as the lack of school support and the high cost of some EFL learning applications. Future studies should expand the sample size and consider additional variables that could influence students' MALL utilization.

Mobile-enhanced virtual exchanges through asynchronous video interaction: Learners as ethnographers in the L2 classroom to promote intercultural communicative competence

This practice report focuses on the integration of virtual exchange (VE) with mobileassisted language learning (MALL), where learners act as ethnographers within the context of language education. This VE model harnesses mobile technology capabilities to exchange personal and immersive cultural insights through asynchronous video content using Flip.com. The model consists of three integrated sections: Preparation, Intercultural Exchange, and Reflection. This report covers a pilot implementation of the mobile-enhanced VE model to evaluate the outcomes on Intercultural Communicative Competence (ICC). The project lasted eight weeks, covering various topics, such as greetings, food, and education. Participants were L2 learners of Spanish in the United States and L1 Spanish speakers in Spain. Outcomes were evaluated through a survey where students in the United States self-assessed their perceived ICC gains. This survey, grounded in Byram’s (2009) ICC model, measured changes in students’ attitudes, knowledge, skills of interpreting and relating, skills of interaction, and critical cultural awareness. Students reported substantial improvements in all areas of ICC, highlighting enhanced engagement and understanding of the target culture facilitated by the mobileenhanced VE model. This report provides insights for the incorporation of mobile technology for VE projects in L2 settings, emphasizing its role in expanding global interconnectedness and deepening intercultural learning among learners by offering a more dynamic, authentic, and immersive learning experience.

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.

Enhancing language proficiency through mobile extensive listening and podcasting: A multifaceted approach to metacognition and critical thinking

Mobile-assisted language learning (MALL) has gained considerable attention in foreign and second-language education. As part of a two-year project, this study employed a mixed-methods research design with 60 B2-level learners of English as a foreign language. The primary purpose of this study is to investigate the impact of repetitive listening and listening duration on participants' listening comprehension, speaking, critical thinking, listening strategies, and self-regulated learning strategies. The participants were divided into two groups, with the experimental group (n = 30) participating in the innovative Mobile Extensive Listening and Podcasting (MELAP) intervention. MELAP is a novel approach within the MALL framework that involves extensive listening to podcasts in the target language, content creation, and podcasting. The ten-week treatment revealed that unlike in previous studies, our experimental group improved not only in listening comprehension but also demonstrated significant gains in speaking skills and critical thinking. Notably, enhanced critical thinking skills were observed, correlated with an increased total listening duration and repeated extensive listening. Qualitative data analysis sheds light on how participants viewed the MELAP intervention, revealing what motivated them, what distractions they faced, and their opinions on developing and sharing podcasts. These findings emphasize the potential of the MELAP to enhance language skills and foster critical thinking in language learners, contributing to the ongoing discourse on the effectiveness of MALL.

Exploring opportunities for language immersion in the posthuman spectrum: lessons learned from digital agents

Purpose Technologically-enhanced language education has shifted from computer-assisted language learning (CALL) to mobile-assisted language learning (MALL), including the use of conversational digital agents, and more recently, towards the use of generative artificial intelligence (AI) large language model (LLM) programmes for language learning purposes. This paper aims to explore the interplay between such posthuman communication and posthumanist applied linguistics, and between digital agents and human agency in response to the increasing permeation of AI in life and learning. Design/methodology/approach A core team of four researchers investigated how digital agents could be leveraged to support immersive target language learning and practice, focusing specifically on the conversational AI that pervaded digitally-mediated communication prior to the release of generative AI. Each researcher engaged in a digital autoethnography using conversational agents found in the digital wilds to learn a target second language via digital immersion. Findings Through qualitative data analysis of autoethnographic narratives using NVIVO, four key thematic codes characterizing the learning journeys emerged: context, language learning, posthuman engagement and technological parameters. The posthuman learning experiences conflicted with the multisensory, embodied and embedded ethos of posthumanist applied linguistics, indicating that informed human pedagogical agency must crucially be exercised to benefit from the learning potential of posthuman agents. Interactions with conversational agents did provide small-scale, just-in-time learning opportunities, but these fell short of immersive learning. Originality/value The methodology and findings offer a unique and valuable lens on the language learning potential of emerging LLM-based generative agents that are rapidly infusing conversational practices.

Improving A2 Level Speaking Proficiency through Mobile-Assisted Language Learning: An Investigation of First-Year Students at ESPOCH-Sede Orellana

Improving A2 Level Speaking Proficiency through Mobile-Assisted Language Learning: An Investigation of First-Year Students at ESPOCH-Sede Orellana

Exploring the Interaction of Meta-UTAUT in the Mobile-Assisted Language Learning Environment for EFL Learning

Exploring the Interaction of Meta-UTAUT in the Mobile-Assisted Language Learning Environment for EFL Learning

Exploring High School Students' Acceptance and Use of Mobile Applications for English Language Learning

This study explored the perceptions and attitudes of high school English learners towards mobile language learning applications in a southeastern province of Türkiye. It also examined how factors such as gender, age, school type, smartphone ownership, and regular internet access influence the use of these applications among high school EFL learners. The research involved 650 high school students aged 15 to 17 years old, across 9th, 10th, and 11th grades, and was conducted using a mixed-methods approach, predominantly quantitative. Questionnaires were distributed in four different public high schools, and semi-structured interviews were carried out with 30 volunteering students. Findings indicated that high school EFL learners generally held positive perceptions and attitudes towards mobile language learning apps, using them for various purposes, including practicing and developing English language skills. Keywords: Mobile-Assisted Language Learning, English as a Foreign Language, Learning English, Mobile Applications

Внедрение мобильных средств обучения иностранным языкам в учебный процесс

Introduction. Digitalisation is a process of transformation covering all spheres of society. The introduction of digital technologies significantly changes approaches to learning, opening new opportunities for building a flexible educational process. Mobile learning, as a form of digital education, plays an important role in this transformation, giving learners access to materials anytime and anywhere, making the educational process more accessible and adapted to the requirements of modern society. The theoretical analysis consists in examining the digitalisation of education in order to define the concept of mobility in the context of digital pedagogy, paying special attention to the concept of mobile-assisted language learning and its key components. The role of the teacher in the educational process is considered, which is done through the analysis of pedagogical behaviours in the classroom. The empirical analysis of the study consists of a pedagogical experiment based on the analysis conducted, which investigates the use of mobile blogging as a means of completing written foreign language assignments. In conclusion, the possibilities of adapting mobile language learning in different educational contexts are discussed and the prospects for effective integration of mobile blogging into the practice of foreign language teaching in higher education are positively evaluated.

The Application of Mobile-Assisted Language Learning (Mall) in ESL Classroom: A Systematic Literature Review (2020-2024)

The Application of Mobile-Assisted Language Learning (Mall) in ESL Classroom: A Systematic Literature Review (2020-2024)

From teacher-intended to learner-actualised affordances in a WeChat-Supported mobile Chinese language learning environment

This paper draws on the ecological concept of affordance and learner agency to investigate Chinese language learners' actualised (perceived, used or shaped) affordances in a mobile-assisted language learning (MALL) environment. This study took place in a beginner-level Chinese course at a university in Australia. Potential learning affordances were designed and made available through WeChat-supported tasks to extend in-class learning. Qualitative student interviews, WeChat history, student survey and teacher reflective journals were the primary sources of data and thematic analysis was used for data analysis. The findings identified different levels of learner-actualised affordances (including perceived, used, and shaped affordances) and missed affordances (including those not perceived and those perceived but not used). Additionally, we investigated the distribution of these affordances within two functional types: cognitive and socio-affective affordances. Potential reasons for the missed affordances were explored. This study suggests that beginner-level learners of Chinese can leverage learner agency to understand the teachers' intended educational affordances. To facilitate this understanding, teachers are advised to offer scaffoldings to enhance the visibility of MALL affordances, particularly those related to interactions, multi-modal expressions, and authenticity. This affordance-oriented guidance has the potential to amplify learning opportunities for learners of the Chinese language engaged in MALL.

Effectiveness of Mobile-assisted Language Learning in Developing Oral English in Higher Education: A Comparative Systematic Review

English is a globally prominent language, and oral English proficiency is both crucial and challenging. Mobile technology offers a promising avenue for language enhancement, but research on the role of Mobile-Assisted Language Learning (MALL) in English-speaking skills is relatively scarce. Literature reviews on this topic are even rarer, particularly those that provide comparative analyses between China and other nations. This study addresses this gap through a comparative systematic literature review of 30 relevant studies from 2019 to 2023. The findings reveal similarities between Chinese and global studies, with only slight differences in sample size and oral English proficiency assessment methods. The preferences for mixed research methods, tests, questionnaires, and interviews were found. Additionally, this review identifies limitations in previous research, including a lack of theoretical frameworks, limited large-scale studies, and a need for deeper exploration of mobile app utilization. This comparative analysis provides valuable insights that can guide future studies and foster a more comprehensive understanding of MALL’s effectiveness in enhancing oral English proficiency, both in China and globally.

Teaching Practice of Mobile Assisted Language Learning in College English Courses

Mobile assisted language learning provides English learners with a more convenient, personalized, rich and autonomous learning experience, which helps to improve the learning effect and efficiency. Mobile assisted English learning should determine the learning theme and content according to learners’ needs and interests, and carry out teaching design based on real language materials. Mobile assisted language learning can be applied well in teaching English vocabulary, listening, reading and translation. The application of mobile assisted language learning in college English teaching requires English teachers to improve information literacy, improve ability of applying technology, and give full play to the advantages of information technology to improve the effect of online and offline blended teaching.

Computer-assisted DDL vs. Mobile-assisted DDL: Exploring EFL Learners’ Preferences and Experiences with Two Corpus Interfaces

Data-driven learning (DDL) has traditionally been studied via standard corpus interfaces, such as COCA, Sketch Engine, IntelliText, and other similar corpus tools. In addition, DDL has traditionally been seen as part of the computer-assisted language learning (CALL) approach, primarily because access to corpora and corpus interfaces has historically been limited to desktop computers. However, with the emergence of several simplified and mobile-friendly web corpus interfaces and with mobile assisted language learning (MALL) gaining momentum in language education, along with its potential in DDL, mobile-assisted DDL has become an alternative learning technique. This paper reports on a study carried out with a group of undergraduate EFL students studying at International Balkan University (IBU). In this study, the participants were given linguistic tasks to complete using new web corpus interfaces as reference tools, namely, CorpusMate and Netspeak. The first corpus interface was exploited via the traditional CALL approach, whereas the latter was utilized with mobile technology. The results of the study revealed positive learner perceptions and experiences with the newly introduced tools, while they also displayed enthusiasm and motivation to engage in DDL within the context of MALL. The present study provides valuable insights into students’ perspectives and experiences with state-of-the-art corpus tools and mobile technology, which can help shape future paths for research in DDL and MALL.

The Influence of Social Media on Improving the Pragmatic Skills of EFL Saudi University Students

Social media platforms can be a gateway through which English as a foreign language (EFL) students gain access to the world of the target language, communicate with native speakers, and learn more about their culture. Against this background, the present study aims to investigate whether EFL students’ use of social media has impacted the development of their pragmatic competence and conversational skills. Sixty Saudi EFL students, aged 17 or older, studying in the English Language and Translation Department at the Saudi Electronic University participated in the study. Data were collected through an online questionnaire that assessed the participants’ perceptions of using social media networks to practice their English conversation skills. The results showed that social media use had a positive impact on the students’ pragmatic and conversational skills. Specifically, a significant proportion of the participants reported an awareness of conversational and pragmatic improvements resulting from social media use that may not be available in traditional classroom settings. These findings suggest that technology-assisted language learning, particularly learning using social media, should be incorporated into language instruction to improve EFL students’ pragmatic and conversational knowledge. In this regard, social media networks are especially valuable in providing authentic and meaningful language and interaction opportunities. Future research could examine other forms of technology-assisted language learning beyond social media and employ a mixed-methods approach to gain a more comprehensive understanding of the impact of mobile-assisted language learning (MALL) on EFL learners’ pragmatic and conversational proficiency.