Mobile Assisted Language Learning Research Articles

Cultivating Linguistic Listening: Unpacking EFL Accounting Undergraduates’ Challenges and Empowering Strategies with Mobile-Assisted Language Learning

This study aims to 1) explore the listening challenges of high- and low-proficiency EFL accounting undergraduates, 2) compare listening challenges and listening strategies between high- and low-proficiency learners and 3) investigate the effectiveness of mobile-assisted language learning (MALL) in developing EFL-listening skills. The participants in this study consisted of 84 fourth-year accounting students from Rajamangala University of Technology Lanna, Chiang Mai, Thailand, who had enrolled in a course called English Listening and Speaking for Business Communication. They were divided into two groups depending on their ability levels (high and low proficiency), based on Kelley’s 27% criterion-referenced measurement theory. Each group consisted of 23 participants. The research instruments included 1) a listening-comprehension test used for the pre-test and post-test to determine whether the participants had high or low proficiency and compare the effect of MALL, 2) a questionnaire on listening challenges and the utilisation of listening strategies, 3) a semi-structured interview and 4) a MALL activity plan. Data analysis included the calculation of means, standard deviations, percentages and t-tests. The findings revealed a statistically significant difference between the two groups regarding listening challenges; however, there was no statistically significant difference with regard to listening strategies. Concerning MALL, which was applied to both groups, a statistically significant difference was found in the post-test scores at 0.05. In other words, both high- and low-proficiency learners showed improved performance after the empowering strategies created with MALL.

Innovative Approaches in English Language Teaching: Integrating Communicative Methods and Technology for Enhanced Proficiency

This paper provides a comprehensive examination of effective English language teaching methodologies, focusing on communicative approaches and technology integration. Through an exploration of Task-Based Learning (TBL), Communicative Language Teaching (CLT), and Content-Based Instruction (CBI), as well as Computer-Assisted Language Learning (CALL), Virtual Reality (VR), and Mobile-Assisted Language Learning (MALL), this study evaluates their impact on language acquisition and proficiency development. The analysis highlights the role of authentic tasks, learner autonomy, and multimodal experiences in promoting meaningful communication and linguistic competence. Furthermore, it addresses the challenges and opportunities associated with integrating technology into English language instruction. By synthesizing current research findings and pedagogical practices, this paper offers insights into optimizing English language teaching in diverse educational contexts.

The Implementation of MALL for Idiom Learning Attainment during the COVID-19 Pandemic: The Case of Iranian EFL Learners

The present investigation examines the impact of Mobile-Assisted Language Learning (MALL) on the enhancement of EFL learners’ idiom learning through WhatsApp during the COVID-19 pandemic. Three complete classes with 60 intermediate female learners (20 per class) were selected and randomly assigned into two experimental and one control group in WhatsApp. Data collection tools included Preliminary English Test (PET) and a researcher-designed idiom test used as pre-and post-tests. In the intervention, the first treatment group included contextualized MALL. In other words, the teachers provided the students with idiomatic expressions in context. The second treatment group included decontextualized MALL, idiomatic expressions merely with their meanings were presented to the students through WhatsApp. In the control group, the researchers taught the idioms through translation. This procedure lasted for 20 sessions. The findings of a paired-samples t-test and one-way ANOVA indicated that the contextualized MALL group surpassed the rest in both immediate and delayed post-tests. The implications regarding the efficacy of MALL and online teaching in developing EFL learners’ idiom learning, and retention are discussed

THE IMPACT OF MOBILE ASSISTED LANGUAGE LEARNING (MALL) IN DEVELOPING THE SPEAKING SKILL: AN EMPIRICAL STUDY IN THE UNITED ARAB EMIRATES

THE IMPACT OF MOBILE ASSISTED LANGUAGE LEARNING (MALL) IN DEVELOPING THE SPEAKING SKILL: AN EMPIRICAL STUDY IN THE UNITED ARAB EMIRATES

Mobile-Assisted Language Learning During Short-Term Study Abroad

Mobile-Assisted Language Learning During Short-Term Study Abroad

Written corrective feedback, mobile-assisted language learning utilization, and syntactic competence among Chinese sport majors

Written corrective feedback, mobile-assisted language learning utilization, and syntactic competence among Chinese sport majors

Aplikacje mobilne w akademickiej dydaktyce językowej na przykładzie wykorzystania platformy Duolingo w nauczaniu języka rosyjskiego

In the last decade, there has been a marked increase in interest in the use of mobile technologies in education, especially in language teaching. In the context of Mobile Assisted Language Learning (MALL), mobile applications offer unique features such as personalization, interactivity, and access to online resources, promoting individual language learning processes and supporting traditional teaching methods. This article focuses on the analysis of the effectiveness of the Duolingo application in teaching Russian at the University of Warsaw. The study was conducted in the summer semester of 2021/2022 with a group of 78 students. The results confirmed the positive impact of Duolingo on student engagement and the efficiency of material assimilation, while emphasizing the need for technical and educational support for the full use of the application. Study participants were keen on using Duolingo, particularly appreciating the reading lessons, although exercises aimed at developing speaking and writing skills were perceived as less effective. The conclusions of the study indicate the need for further research on the application of Duolingo in foreign language teaching and the analysis of its materials in the context of glottodidactics.

Designing a pedagogical framework for mobile-assisted language learning

With the high penetration of mobile devices and wide coverage of wireless networks, mobile-assisted language learning (MALL) has been widely utilized to enhance language teaching and learning. However, the integration of MALL into language pedagogy has been hampered by a lack of a cohesive and unified framework for MALL pedagogy. Most of the existing frameworks were not specifically designed for language pedagogy and failed to balance the technological and pedagogical dimensions of MALL pedagogy. This study sought to promote the incorporation of MALL and tertiary EFL pedagogy by designing a pedagogical framework for MALL (PF4M) using design-based research (DBR) as the overarching research methodology. The DBR investigation adopted a mixed research approach, incorporating systematic review, expert survey, thematic analysis, and expert review. The resulting PF4M is anticipated to aid in the integration of MALL into language pedagogy by offering practical and theoretical guidance for effective teaching and learning. The findings may also suggest future directions for pedagogical innovations in MALL.

Developing Mobile-Assisted Language Learning (MALL) Materials for ESL Learners

The development of technology has brought significant impacts on education. This creates much potential for the teaching and learning of English as a second language. With the great capability of the internet, educators can design powerful materials for efficient and effective learning. Mobile-assisted Language Learning (MALL) has become one of the popular research areas on technology in education in recent years for its advantages of flexibility of time and place. However, much only focus on a single application or platform implementation for the learning. This proposed study intends to integrate multiple internet-based platforms to support ESL learning. It aims to develop attractive and interactive learning materials that utilize Mobile-assisted Language Learning. This research uses the ADDIE method in developing the materials. To evaluate the materials, Technology Acceptance Model (TAM) will be adopted to investigate the participants’ perceptions of their experience of using the MALL materials. The participants of the study will be 7th-grade students of SMPN 4 Satap Sejangkung. These materials are planned to be a product that can make use of the advantages of mobile devices, in this case, flexibility and usability.

Enhancing A2 Speaking Skills through Mobile-Assisted Language Learning: A Study of 1st Year Students at ESPOCH- Sede Orellana

This research delves into the perspectives of 1st Year students at Escuela Superior Politécnica de Chimborazo - Sede Orellana regarding the utilization of TikTok as a mobile-assisted language learning (MALL) tool within and beyond the classroom. With the aim of comprehensively exploring this innovative approach, a multifaceted methodology was employed. The study involved 30 participants aged 18 to 24, possessing English language proficiency levels spanning CEFR A2 to B1. Quantitative data were amassed through structured questionnaires, enabling a quantitative assessment of students' attitudes, motivations, and linguistic competencies. Qualitative insights were procured via semi-structured interviews and classroom observations. Preliminary results divulged nuanced student attitudes, with a majority showcasing positive inclinations towards TikTok integration in language learning contexts. Motivations included the platform's accessibility, interactive features, and engagement potential. Moreover, qualitative data unearthed multifaceted experiences, with students highlighting the platform's ability to enhance listening comprehension, vocabulary acquisition, and cultural awareness. The study uncovered that students perceived TikTok as a versatile tool fostering autonomous language learning beyond the classroom confines. This research contributes to the evolving discourse on MALL, emphasizing the significance of aligning digital resources with students' preferences and learning styles. By bridging pedagogical theory with contemporary digital platforms, educators can craft more engaging and effective language learning experiences. These findings underscore the need for educators to integrate platforms like TikTok purposefully, harnessing their potential to cultivate language proficiency and digital literacy.

A review of theories, pedagogies and vocabulary learning tasks of English vocabulary learning apps for Chinese EFL learners

Abstract Among a growing body of mobile-assisted-language-learning (MALL) studies, vocabulary application (app) studies have comprised an unprecedented proportion. However, there has been insufficient discussion about the fundamental language learning theories and pedagogies underlying app design. This study aims to fill this gap by conceptualising and theorising the design of English vocabulary learning apps with a focused analysis of their task features with relation to vocabulary learning strategies (VLS), language learning theories and pedagogies. Four Chinese–English vocabulary learning apps were purposively sampled. The results show that the design of the four evaluated apps incorporates principles from four distinct language learning theories: behaviourism, input-based emergentism, sociocultural theory and information and cognitive processing theories. The four apps’ tasks and user interfaces were analysed to generate codes for task classification. These task-related codes were further classified under the categories of Schmitt’s VLS taxonomy and under pedagogical categories based on the definitions of pedagogies and VLS codes and the intended classroom practice. Vocabulary pedagogies were further linked with theories to shed light on the theoretical foundations for the apps’ use of learning tasks and VLS as well as on the pedagogical prospects of vocabulary learning apps.

STUDENTS’ PERCEPTIONS OF USING INSTAGRAM REELS AS MOBILE-ASSISTED LANGUAGE LEARNING TO IMPROVE SPEAKING SKILLS

Instagram is one of the mobile apps to assist language learning. The most widely used social networking platform globally right now is Instagram. This study aimed to investigate the perspective of university students on using Instagram reels as mobile-assisted language learning to improve speaking skills whether they had a negative or positive perception of it. This study utilized a descriptive qualitative approach and the research instrument used a closed and open-ended questionnaire with 66 respondents from the first until the seventh semester. This study found that the majority of students have a positive perception of using Instagram reels in speaking skills. Students believe that this tool is comfortable and fun to develop a new atmosphere in learning to speak, it also increases their motivation because Instagram reels provide interesting content for improving their speaking skills, they can find many Instagram accounts that post more about English lessons with short duration even though students sometimes get a distract cause of random video but they already know their own goals to practice consistently every day and everywhere. Through this tool, students gain a lot of vocabulary from the video, quotes, caption, or comment section that is very helpful for them to improve their speaking performance especially when they are engaged in communication with other people both inside or outside classroom practice.

Teachers’ Attitudes towards Using Computer and Mobile Assisted Language Learning at Upper Primary Level in Kyso Subcounty: Kitui County, Kenya

Teachers’ Attitudes towards Using Computer and Mobile Assisted Language Learning at Upper Primary Level in Kyso Subcounty: Kitui County, Kenya

Exploring the impacts of mobile-assisted learning on university students’ technical vocabulary knowledge

Technical vocabulary acquisition holds paramount significance within academic and professional contexts. This research delves into the transformative potential of Mobile-Assisted Language Learning (MALL) in facilitating university students' mastery of technical words. The study examined the efficacy of digital flashcards (DFs) compared to traditional paper-based flashcards (PFs) as pedagogical tools for vocabulary instruction. In doing so, 80 Iranian psychology students with intermediate English proficiency participated in this research with an intervention that lasted for ten weeks. Their vocabulary knowledge was assessed using the Vocabulary Knowledge Scale (VKS) pre- and post-intervention, with an additional delayed post-test administered six weeks later. The results of mixed between-within analysis of variance (ANOVA) revealed that those using DFs outperformed the control learning condition (PFs) in both post-test (p < 0.001, η² = 0.240) and delayed post-test assessments (p < 0.001, Partial η² = 0.407), signifying the effectiveness of mobile-assisted learning in developing receptive and productive written knowledge of technical vocabulary. Additionally, the findings demonstrated that students who engaged with DFs exhibited substantially greater retention and recall of technical vocabulary over time (i.e., a significant effect for time), indicating the long-term benefits of MALL. The practical implications of these findings extend to English language teachers and learners in specialized fields, emphasizing the pedagogical value of mobile technology in optimizing technical vocabulary instruction.

Investigating the life cycle of language learning applications: Going beyond the Hype Cycle

As learning is more real and permanent when connected to learners’ private lives beyond the classroom (Godwin-Jones, 2011), mobile-assisted language learning (MALL) has emerged as a good way to support language learning especially in informal contexts. With thousands of language learning applications (apps) becoming available, more and more language learners have started to use them as a support for their language learning. The purpose of this research is to investigate the life cycle of language learning apps and the reasons why learners decide to start, stop and restart using apps to better understand the real situation of the use of the apps. The data collected from a survey of 186 participants with experience of using language learning apps were analyzed. The results showed that the language learning app has three different phases in its life cycle, which are “increasing period”, “decreasing period” and “reviving period” with three turning points. This life cycle is similar to the Hype Cycle, a model describing how a new technology develops. Furthermore, the reasons behind the three turning points were also discussed. Influence from teachers and friends was the most significant one among factors contributing to starting using apps; the reasons for abandoning apps can be divided into app-related ones such as dissatisfaction of apps and learner-related ones such as stop learning a language; restarting to learn a language is the major reason for participants who chose to use apps again. The results also revealed that language learners had a positive attitude towards language learning apps, while the high abandoned rate of using apps also indicated that both apps and learning patterns could be improved if teachers can provide more sufficient and appropriate guidance to support the selection and use of apps, and app-designers can include more meaningful and interactive activities rather than just providing drills.

Implementing Quizlet for Improving EFL Students’ Vocabulary Learning Within Flipped Classroom

This English language learning initiative, focused on acquiring new vocabulary, implemented a Flipped Classroom approach utilizing Quizlet as a Mobile-Assisted Language Learning (MALL) program for the experimental group. The research took place at SMA Muhammadiyah 1 Gresik, East Java, Indonesia, during the 2023/2024 academic year. The homogeneity of the 59 samples was verified through Levene's test, with a significance value of 0.060 based on average pre-test scores, indicating homogeneity as the significance level was &gt;0.05. Subsequently, pre-test and post-test data were collected from 12th-grade students in the social sciences and humanities (IPS/Shosum) program. Descriptive statistics were applied to analyze both groups' pre-test and post-test data, along with the non-parametric Mann Whitney T-Test, resulting in an Asymp. Sig. (2-tailed) value of 0.071, indicating rejection of the alternative hypothesis as it exceeded 0.05. Nevertheless, it is imperative to address various aspects in future research and practice to explore further potential benefits or drawbacks of incorporating Quizlet in the flipped classroom, including aspects like student engagement, motivation, and long-term retention of material. Additionally, subsequent studies could delve into evaluating the effectiveness of combining Quizlet with other instructional methods or technologies within the flipped classroom framework.

Mobile-assisted language learning and pronunciation instruction: A systematic literature review

AbstractIn recent years, learners worldwide have expressed increasing interest in mobile learning and the utilization of mobile devices for language learning purposes. However, few research synthesis studies have focused on pronunciation development in relation to employing MALL (mobile-assisted language learning). This review article contributes to the discourse on how mobile learning aids in acquiring and practicing EFL (English as a foreign language) pronunciation since it is this language system that is both a crucial and frequently neglected aspect of English language learning. With the emergence of e-generation, it is necessary to investigate the influence of MALL on pronunciation acquisition. This paper provides a systematic literature review of the findings of 15 empirical studies published between 2015 and 2022, which is based on PRISMA 2020. The aim of the review is threefold: to investigate the effect of mobile devices on L2 learners’ pronunciation performance, examine learners’ attitudes toward employing mobile learning for pronunciation practice and development, and identify which mobile devices and apps are present in the process. The results indicate that overall, mobile learning exerts a beneficial impact on L2 pronunciation and that participants in the reviewed studies demonstrate positive attitudes toward MALL. Moreover, smartphones appear to be at the center of attention as the primary mobile device, and it was revealed that a variety of mobile apps and platforms have been employed in the studies. The article concludes with pedagogical implications and recommendations for potential research exploration in the future.

Factors affecting Thai EFL students’ behavioral intentions toward mobile-assisted language learning

IntroductionRecently, researchers have begun to pay more attention to topics related to the adoption of mobile devices for supporting second or foreign language learning. Mobile-assisted language learning (MALL) is now prevalent among language learners and educators because of its convenient and enjoyable features. This study combined and extended the Technology Acceptance Model (TAM) and Expectation Confirmation Theory (ECT) to investigate the factors influencing English as a Foreign Language (EFL) students’ behavioral intentions to use MALL at two universities in Bangkok, Thailand.MethodsQuantitative methods were utilized in this study and the researchers obtained a total of 507 valid responses by using three-step sampling. After using confirmatory factor analysis (CFA) to determine that the study had enough construct validity, structural equation modeling (SEM) was applied to test the research’s hypotheses.ResultsThe findings revealed that all 15 hypotheses were supported, except that social influence cannot significantly influence behavioral intention.Discussion and implicationBy acquiring a deeper understanding of the factors that impact the behavioral intentions of language learners to utilize MALL, developers and providers can improve their capacity to design more enjoyable and effective applications that align with customer expectations and enhance financial gains. By understanding students’ behavioral intentions towards MALL, educators can efficiently raise awareness of its benefits and provide effective training, enabling students to utilize available resources and enhance their language learning experience.

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.

Dictionary Speech Assistant to Improve Students’ Pronunciation

Non-native students often experience difficulty to learn pronunciation which then affects their speaking ability. On the other hand, proper communication requires proper pronunciation as well. However, today’s technological advancement provides an alternative to aid pronunciation mastery, one of which is in the context of mobile-assisted language learning. This research investigated the effectiveness of Dictionary Speech Assistant in ELSA Speak Application to Improve Second Grade Students of SMP Negeri 6 Semarang Pronunciation Ability. The objective of this research was to find out the result of students’ pronunciation ability before and after applying Dictionary Speech Assistant; as well as to find out whether there was any significant difference of students’ achievement in their pronunciation mastery before and after taught using this mobile application. Dictionary Speech Assistant is one of the features or tools in ELSA Speak Application. It is a pronunciation dictionary that facilitated by Automatic Speech Recognition which provides direct feedback. This research employs pre-experimental design involving 34 students as the research sample. The data was gained from pre-test and post-test. The instrument of this research were tests consisting of single-word and phrase test. Subsequently, the data was analyzed by using t-test formula in Microsoft SPSS software to find out the significant difference on students’ pronunciation ability before and after applying Dictionary Speech Assistant. The result showed that Dictionary Speech Assistant effectively improves the students’ pronunciation ability. The main factor affecting this improvement was the students’ interest in teaching learning process involving Dictionary Speech Assistant. The researchers concluded that Dictionary Speech Assistant is beneficial for students in learning pronunciation