Mobile Assisted Language Learning Research Articles

Effects of Mobile-Assisted Language Learning on Young Learners' Linguistic Skills

Effects of Mobile-Assisted Language Learning on Young Learners' Linguistic Skills

Unveiling the Multifaceted Dance of Distractions: Thumbing Through the On-Screen Distractions Throughout Memrise MALL Experience

The detrimental impact of screen distractions, including heightened cognitive-emotional engagement and reduced concentration spans, remains to be fully explored. This case study investigates EFL students’ perceptions of screen distractions in mobile-assisted language learning (MALL) and explores their potential implications on learning outcomes. The study employs a descriptive methodology and purposively samples 46 first-year university students who are not majoring in English as participants. During a two-week trial, the participants use the Memrise English learning app to complete Beginner’s levels (A1 and A2). Screen recordings, user account credentials, and interview excerpts are collected from shared Google Drive folders and focus-group sessions. Thematic data analysis is conducted to gain insights into the participants’ perception of screen distractions. Results reveal that social networks and entertainment apps (63.43%) are the primary sources of distraction, followed by web browsing (22.29%), incoming notifications and pop-up messages (11.45%), and incoming calls (2.83%). Participants perceive these distractions as driven by a psychological impulse to avoid missing updates. While the participants demonstrate an impressive aptitude for adapting to and navigating Memrise MALL resources, they lack necessary support to manage distractions, resulting in a failure to meet learning objectives. The study emphasizes the importance of incorporating set times for learning and optimizing screen learning to be distraction-free. Furthermore, it highlights the negative consequences of multitasking and interruptions on students’ MALL performance, underscoring the need for structured use of social media to enhance engagement and academic achievement. Students’ perception of Memrise MALL is generally positive, with reported benefits such as improved recall, concentration, motivation, and engagement. However, distraction management and material connection are essential contributors in successful MALL experience.

A Systemic Review (2014–2023) on the Mobile-Assisted Blended Learning for English as a Foreign Language Education with a Focus on Empirical Studies

Over the past two decades, due to the rapid development of information and communication technologies (ICT), mobile learning (M-learning) and blended learning (BL) have emerged as new trends in sustaining English as a foreign language (EFL) education. The tumultuous COVID-19 pandemic has disrupted traditional teaching and learning, but it has also accelerated the integration of technology in EFL education. Mobile-assisted blended learning (MABL) combines mobile-assisted language learning (MALL) and BL into a single framework that effectively addresses their individual limitations when used in isolation. However, reviews of MABL, particularly in the context of EFL education, are scarce. Sourced from two major databases, namely Web of Science and Scopus, and two supplementary databases (Education Resources Information Center and Mendeley), 25 studies were extracted out of 205 in the latest decade, using specific exclusion and inclusion criteria. This review aims to shed light on the trend of utilizing advanced and effective pedagogy and teaching tools to benefit stakeholders in the sustainable development of English as a foreign language.

Exploring Mobile Assisted Language Learning in Enhancing Reading Skill among ESL Learners: A Concept Paper

Exploring Mobile Assisted Language Learning in Enhancing Reading Skill among ESL Learners: A Concept Paper

THE POTENTIALS AND CHALLENGES OF MOBILE-ASSISTED LANGUAGE LEARNING (MALL) FOR EFL/ESL LEARNERS

Mobile-assisted Language Learning (MALL) studies have indicated promising potentials for English language learning enhancement. However, since the implementation of MALL can be viewed as the process of transition from physical learning to e-learning, the implementation has also faced challenges in real practices. Thus, this study aims to review the opportunities and challenges that have been experienced by EFL/ESL learners in the implementation of MALL. Using descriptive qualitative method, the study was done by employing library research to collect the data. The study reviewed 30 publications in the MALL implementation area. The data were analyzed based on the reported potentials and challenges in the MALL implementation. They were then categorized into the subthemes describe the potentials and challenges. The findings showed a variety of benefits and issues in MALL implementation.

Forty-two years of computer-assisted language learning research: A scientometric study of hotspot research and trending issues

AbstractFor years, computer-assisted language learning (CALL) has thrived as an interdisciplinary subfield, linking applied linguistics and educational technology. Despite its significance and a number of syntheses, CALL research has not yet undergone a comprehensive scientometric synthesis. This study synthesizes CALL research over a period of 42 years by employing a scientometric analysis of sources and document co-citation analyses. Scopus was used to retrieve original articles with a timespan limit from 1980 to 2021. Our records identified 4,631 articles representing CALL-based research, which were published in 63 peer-reviewed journals and collectively contained 186,589 references. The findings indicate that CALL research is supported by robust theoretical frameworks, grounded in socio-cultural and second language acquisition theories. Our research findings have revealed several significant clusters of interest within the realm of CALL, with a pronounced focus on writing among CALL scholars. Additionally, the study identified emerging research areas such as mobile-assisted language learning, synchronous computer-mediated communication, and data-driven learning in CALL literature. Notably, “CALL-core” journals exhibited high productivity, with Language Learning & Technology, Computer Assisted Language Learning, and Computers & Education standing out as top-ranked journals in terms of the Hirsch index (h-index) and co-citation. Suggestions for future research are outlined in the conclusion.

EFL STUDENTS' PERCEPTION ON THE USE OF A MOBILE LEARNING APPLICATION “ENGLISH VOCABULARY” IN VOCABULARY LEARNING

In today's era, technology permeates every aspect of daily life, including the field of education. There is a concept in education known as mobile assisted language learning (MALL). One instance of its application is the usage of mobile learning applications for vocabulary learning. This study was conducted to find out students' perceptions regarding the use of mobile learning applications (English Vocabulary) in learning vocabulary. Using the qualitative method, the researcher conducted interviews with five high school students who were selected purposively. The results showed that all participants felt helped by the mobile learning application during the learning vocabulary. Besides being easy to use, this application has various fun features that allows students to have pleasant learning. More into this, the students agree that the application should cover more complete material such as grammar, tenses and conversation. The study's findings suggest that mobile learning can assist students learn vocabulary, particularly when there is a pronunciation guide

Enhancing Vocabulary through Mobile Assisted Language Learning

English is one of the most important languages in the world. English language plays a significant role in India. Acquisition happens naturally through schools. English is the most dominantly used language in the world. MobileAssisted learning is the modern way learning. It is the easiest method. Mobile phone is trend nowadays. It makes the learning easier. It will really help the students to enhance the way of learning.

The Cake Application: A Mobile-Assisted Language Learning (MALL) to Improve English Speaking Skill

Speaking is typically a crucial component of the English unit since it allows students to express and communicate their thoughts and opinions. Possessing strong communication skills allows students to discover who they are during the teaching-learning process. As a result, in order to encourage and assist the students, the teacher must determine the best way to spark their interest and enhance their proficiency in learning English. The excellent and contemporary Cake application can be utilized as supplementary material for speech classes. It encourages engaged and joyful learning among the pupils in the classroom. With the Cake application, they can concentrate more on honing their speaking skills and don't have to worry about making mistakes when they practice speaking because the app provides immediate feedback. Cake application also supports students in learning vocabulary. They can gain more vocabulary by learning dialogues from Cake application.

A Review of Research on Mobile-Assisted Vocabulary Learning

More academics are concentrating on the topic of mobile-assisted language learning (MALL) on account of the advancement of mobile technology and the widespread use of mobile electronics in modern culture, and mobile-assisted vocabulary learning (MAVL) as a hot topic in MALL has attracted a large number of scholars. The study reviews some representative literatures during 2010-2023, including the impact of using mobile Short Message Service (SMS)/Multimedia Message Service (MMS) on Second Language (L2) word learning and the effectiveness of using mobile learning applications. Moreover, this study analyses the research methods used by previous researchers and summarises the results of the studies, finding that most of the experiments focused on vocabulary enhancement and retention, the effect on motivation, and learners perceptions and satisfaction. The results of many studies show that MAVL as a learning approach is better than the traditional vocabulary learning approach. Also, researches on MAVL has many pedagogical impacts on teaching of second and foreign languages in the future. However, researches have also shown that MAVL has some drawbacks that will hopefully be addressed in the future.

Artificial Intelligence in Language Education: A Bibliometric Analysis

Abstract Artificial Intelligence (AI) occupies a transforming role in education, including language teaching and learning. Using bibliometric analysis, this study aims to overview the most recent research related to the use of AI in language education. Specifically, it reviews the existing body of research, productivity in this field in terms of authors and countries, co-authorship, most cited references and most popular journals that publish on this topic. Furthermore, the study also analyses the most common keywords and extracts relevant terms that reveal trending topics. For the period between 2018 and 2022, 2,609 documents were retrieved from the Web of Science database. The results showed that each year a consistent number of publications on the application of AI in language education appears. Scholars from China and the USA have been revealed to be most productive. Computer Assisted Language Learning contains the highest number of publications. Within the research on the use of AI in language education, the most targeted language-learning aspects were acquisition, motivation, performance, vocabulary, instruction, feedback, and impact. The analysis of the most common keywords related to AI-based solutions showed that mobile-assisted language learning, virtual reality, augmented reality, elements of gamification, games, social robots, machine translation, intelligent tutoring systems, chatbots, machine learning, neural networks, automatic speech recognition, big data, and deep learning were most popular.

Scholar’s vocabulary-knowledge favored listening-reading tenets: Concurrences from Madura

The study objective was to seek the favored tenets betwixt mobile-assisted-language-learning (MALL) listening-reading appliances by video-conferencing-technology (VCT) and direct-listening-reading appliances to Madurese-scholar’s second-language (L2) vocabulary-knowledge (VK) listening-reading competencies. The analysis of variance (ANOVA), which produced concurrences, contained 41 scholars in two distinct emplacements amidst a Madurese-scholars preponderance and the different amounts in groups. Several significant conclusions emerged from the current ANOVA analysis. First, the comprehensive implication betwixt MALL listening-reading-appliance and direct-listening-reading-appliance to scholar’s L2-VK listening-reading competencies was not substantiated because it was more than level significant (0.440>0.05). Second, we convened cognizance by direct perception, inside and outside deliberation, and documented it. Third, the cross-examination eventualities of perception-documentation were coded, and research eventualities established the Madurese-scholar higher education framework to pervade case study evidence vacuity that aims to scrutinize: i) the Madurese-scholar teaching-learning peculiarities performance of MALL-VCT-Zoom and Smart-TV multimedia edification; ii) Madurese-scholar interminable concurrences in MALL-VCT-Zoom and Smart-TV; and iii) impediments obtain by MALL-VCT-Zoom and Smart-TV during participation in edification. Irrevocably, concurrence betwixt MALL-VCT-Zoom and smart-TV to scholars’ L2-VK listening-reading competencies were interrelated impacts as Madurese-scholars can learn conveniently with their necessity and concurrently utilize smart-TV or Zoom despite their impediments.

Exploring the Use of Mobile-Assisted Language Learning (Mall) for EFL Learning at A Junior High School in Cirebon

Mobile phone is very important for EFL teaching and learning. In education, there are several ways in which mobile phones can increase foreign language education. Then, this is the digital era students are very familiar with using mobile phones, gadgets, and other mobile applications that are English this requires teachers to master various skills. Teachers must be creative in the teaching and learning process, for example, using technology such as mobile phones. This study aims to explore how the teachers apply MALL (Mobile Assisted Language Learning) and what difficulties teachers face in implementing MALL (Mobile Assisted Language Learning) for EFL Learning at a Junior High School in Cirebon. This research was conducted by using a case study method in Junior High School. The subjects of this study were English teachers who had used MALL (Mobile mobile-assisted language Learning) in their learning; The results of this study show that the use of Mobile Assisted Language Learning is related to using MALL devices Laptops, and Mobile Phones as teaching media, and applications used by teachers, WhatsApp, Telegram, YouTube, Google Classroom, Zoom, Jamboard, Padlet, Live Worksheet, and Quizizz in EFL learning. The difficulties that teachers face are Classroom Management, Connectivity and Internet, Distraction, and Time management.

The Impact of Mobile-Assisted Language Learning on Developing EFL Learners’ Vocabulary Knowledge

Currently, a great variety of educational apps have been developed and extensively used by learners and instructors, making, as a result, mobile-assisted language learning one of the most prominent learning methods in enhancing the quality of language learning. However, despite the growing popularity of commonly used apps supporting second language acquisition, such as Kahoot and Quizlet, empirical research on the pedagogical role of other more recent applications in boosting L2 vocabulary is still scarce. Given this, this experimental study examines the effectiveness of a mobile application in enhancing Moroccan EFL secondary school students’ vocabulary knowledge. The study consisted of the control group (n = 30) and the experimental group (n = 30). While participants in the first group received traditional methods of teaching vocabulary, the experimental group integrated a mobile application (Flashcards World) during one semester. Data collection comprised vocabulary pre- and post-tests to compare the vocabulary learning of participants in both groups. To determine if there was a difference in the scores of the groups before and after the intervention, the findings were analysed using Independent-Samples T Tests (SPSS-26). The results revealed that the experimental group outscored the control group. Therefore, it was concluded that using Flashcard World application effectively improved vocabulary learning of secondary school students more than conventional teaching.

Effectiveness of Mobile-Assisted Language Learning in Enhancing the English Proficiency

In response to the significant impact of the widespread use of digital devices and mobile technologies on language teaching and learning in this time of Internet information technology, this study aims to investigate the effectiveness of Mobile-Assisted Language Learning (MALL) in enhancing the English proficiency of students, while exploring the potential advantages of mobile devices for assisted learning in the English learning environment in China and the potential for mobile applications to assist English learning to foster learner autonomy. Anchored with the design thinking approach, the researchers used the empirical analysis methodology in developing an efficient mobile-assisted language learning model. Usability testing was conducted using a case study of two mobile applications, WeLearn and Flipped English, in Heilongjiang University of Finance and Economics to measure the extent of usability and acceptability of MALL on English language acquisition among college students identified through surveys, interviews, and quantitative assessments. Mobile technology is a perfect tool for every student that enhances their experience and increases their joy while improving their English language skills. It adds new value and brings new opportunities for both English learners and the language education industry. Indeed, MALL is English learners’ new ally.

Exploring the Psychological Dimensions of Mobile-Assisted Language Learning (MALL) in English Language Education

This research investigates the psychological aspects influencing student engagement with Mobile-Assisted Language Learning (MALL) in English language education. The study contributes to a deeper understanding of the role that students' attitudes, personalities, expectations, and motivations play in shaping their learning experiences. The research employs a narrative inquiry approach coupled with semi-structured focus group interviews. A purposive sampling method based on individual factors such as gender, age, and culture was used to select participants from Universitas Borneo Tarakan. The qualitative analysis identified key themes and patterns from the students' narratives about their MALL experiences. The findings reveal that positive attitudes towards MALL, genuine interest in language learning, and high expectations significantly enhance student motivation and active participation in MALL activities. Furthermore, robust institutional support emerged as crucial for the successful implementation of MALL programs. These insights suggest that by understanding these psychological dimensions and ensuring adequate institutional support, educators can improve students' experiences with MALL. It has implications for fostering enhanced engagement and success in language learning.

Mining the English application learning patterns of college students based on time series clustering

As a convenient learning tool in the We Media era, mobile apps have been paid more and more attention by college students because of their accompanying timeliness and practicality. With the increasing number of English learning apps, many such apps provide college students with new ways to obtain learning resources and diversified learning modes. The related research in the field of mobile-assisted language learning at home and abroad has developed over nearly 20 years, basically following the route from theory to application in practice, but there have been few process studies on learners’ individual language skill learning behaviors based on mobile platform data. In this study, the time series clustering method was adopted, and the learning behavior of college students in an English vocabulary learning app in China was selected for data mining. Firstly, taking the “single-day memorization amount” as the measurement index, the memorization records of college students in the whole use cycle were extracted and processed into trajectory data, and the KmL algorithm was used to cluster the trajectory of the memorization amount in the time series. According to the intra-class average trajectory, the characteristics of learning behavior changes among the different college students are summarized, and two learning modes are depicted. Secondly, through the experimental analysis, it was found that adopting the English learning model three weeks before an exam can effectively stimulate college students and improve their willingness to learn and continue using the app.

Integrating mobile-assisted learning for a dynamic blended approach in higher education

<span>This research investigates the effectiveness of blended learning with mobile-assisted language learning (MALL) in english courses at Borneo University Tarakan. An experimental design was used with 80 english as a foreign language (EFL) student randomly assigned to an experimental group (EG) receiving blended learning with MALL and a control group (CG) receiving traditional instruction. The results demonstrate that blended learning with MALL significantly improves language learning outcomes and increases motivation, engagement, and satisfaction. This study contributes to the literature by highlighting language learning outcomes from a blended approach using MALL and emphasizes the importance of innovative teaching methods and technology integration. The findings have practical implications for educators, suggesting that incorporating MALL in blended learning enhances language learning outcomes and student engagement. Further research can explore the impact of MALL on different language skills and strategies to enhance intrinsic motivation in MALL-blended learning. <br /> This research provides valuable insights for improving language instruction through blended learning approaches.</span>

Mobile-assisted Language Learning(MALL) Exploration: Implementation in Extensive Reading subject for English Education study Program

With the relatively low habit of reading, Indonesia created the urgent condition. The same problem actually happen in Universitas Muhammadiyah Sampit, especially in English educcation study program.Remebering how crucial reading in development of Language, the concrete way out deriving the will of reading of students is needed. One of the way out in UMSA bring the bright perspectively in both side, even students and lecturer in the class. This study aims to find out Description of Using MALL in the instructional process. The focus of this study is the extensive reading lecture in English Education Study Program in UMSA. The researchers use a type of qualitative research which is Case Study. Then, the instruments of this study were Interview and Documentation. Primary data were collected merely through interview; however, it has been taken deeply on the collecting data. The secondary data in this study are sources related to the problems in the object of this paper. The implementation of the MALL in this study was using Wattpad mobile apps as teaching media. Findings consists of the use, the features and the assessment of Wattpad as the learning medium in the class. The reason the supporting lecturer chose to use Wattpad was based on the needs of students in the Extensive Reading class. With Wattpad students can explore various uploaded literary works concluding on building and creating reading materials independently. In addition, students can collaborate with other students in building their knowledge and solving problems together.

MOBILE-ASSISTED LANGUAGE LEARNING IN KOREAN LANGUAGE CLASSES: INDONESIAN UNDERGRADUATE STUDENTS’ EXPERIENCES AND PERCEPTIONS

The ubiquitous presence of mobile devices has benefited the implementation of foreign language learning through Mobile-Assisted Language Learning (MALL). Previous research highlights the portability aspect of mobile devices such as smartphones that can lead to spontaneous, flexible, and personalized learning activities. However, challenges remain; particularly the connectivity issues. The present study seeks to continue the discussion by investigating 79 Indonesian undergraduate students’ experiences and perceptions of MALL in their Korean language classes. The data were obtained by distributing a questionnaire to the students. The validity and reliability coefficients were also measured. Interview sessions were conducted afterward with eleven students to dig for further explanations. The results demonstrate that most students used smartphones for sending messages to peers, checking notifications, accessing materials, submitting their work, and sending messages to lecturers. Regarding the applications used, they frequently utilized smartphones for accessing Google Classroom, Zoom, and WhatsApp during their Korean classes. The results also revealed that while they perceived MALL as useful and flexible for learning Korean toward increased language skills, motivation, autonomy, and critical thinking, technical problems, and connectivity issues remain to be the main challenges. This study discusses some concerns in implementing MALL and its implications for future research.