mobile-assisted-language-learning
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- PaperDOAJ — ELT & TESOL1 Dec 2025
Evaluating the effectiveness of mobile-assisted language learning in enhancing English speaking proficiency : A case study in Indonesian high school
Muhammad Asikin, Endah Yulia Rahayu, Agung Pramujiono
A quasi-experimental study with 70 Indonesian high school students found that mobile-assisted language learning (MALL) using apps like ELSA Speak and HelloTalk significantly outperformed conventional ESL methods in improving English speaking proficiency. The experimental group gained 13.23 points (Cohen's d=3.36) compared to 1.63 points (d=0.58) for the control group. MALL also increased motivation, reduced speaking anxiety, and promoted learner autonomy, though challenges with internet connectivity and initial teacher readiness were noted.
Original abstract
This study examines the efficacy of Mobile-Assisted Language Learning (MALL) in improving English speaking skills among Indonesian senior high school students. Employing a mixed-methods approach, the research utilized a quasi-experimental design involving 70 students divided into experimental and control groups. The experimental group utilized mobile applications like ELSA Speak and HelloTalk, whilst the control group implemented conventional ESL methods. Speaking performance was measured through pre-test and post-test scores, complemented by questionnaires and interviews to explore learners’ perceptions.Quantitative findings reveal that although both groups demonstrated statistically significant improvement, the experimental group showed substantially greater gains. The control group recorded a modest mean increase of 1.63 points with a moderate effect size (Cohen’s d = 0.58), whereas the experimental group achieved a remarkable mean gain of 13.23 points, accompanied by a very large effect size (Cohen’s d = 3.36). These results indicate that MALL is considerably more effective than traditional instruction in improving English speaking proficiency. The reduced score variability in the experimental group further suggests more consistent learner achievement following the intervention. Qualitative findings indicate that MALL increased learners’ motivation, reduced speaking anxiety, and enhanced learner autonomy through flexible practice and immediate feedback. Despite its effectiveness, the study identified challenges related to technological constraints and initial instructor readiness. Issues such as unstable internet connectivity occasionally disrupted learning, and limited early guidance affected initial application use. However, these challenges did not significantly hinder learning outcomes when adequate teacher support was provided. Overall, the findings demonstrate that MALL offers a pedagogically effective approach to enhancing English speaking skills in the Indonesian high school context. When integrated thoughtfully with conventional instruction and supported by appropriate technological and instructional preparation, MALL has strong potential to transform speaking instruction and promote more engaging, autonomous, and effective language learning.
- PaperReCALL28 Nov 2025
Exploring the effects of (un)familiar environments on MALL task writing performance, EFL writing proficiency, and learner perceptions
Rustam Shadiev, Taoying Liu, Barry Lee Reynolds, Wu-Yuin Hwang
Fifty EFL undergraduates completed mobile-assisted writing tasks in either familiar or unfamiliar environments. Those in familiar environments outperformed the other group in writing quality and post-test proficiency, and reported higher emotional and cognitive engagement. The findings suggest that contextually familiar settings enhance MALL task outcomes.
Original abstract
This study investigated the impact of familiar versus unfamiliar environments on mobile-assisted language learning (MALL) task writing performance, English as a foreign language (EFL) writing proficiency, and learner perceptions. Fifty undergraduate students were divided into an experimental group and a control group. Both groups engaged in EFL learning in the classroom and later completed writing tasks in different learning environments outside the classroom: the experimental group in familiar environments and the control group in unfamiliar ones. Using a mobile learning system on tablet PCs, students completed five writing tasks describing resources in their environments, such as objects, people, situations, and scenarios. We assessed MALL task writing performance based on factors including the amount of writing, content quality, organization, creativity, grammar, and vocabulary, and compared results between the two groups. EFL writing proficiency was evaluated through a post-test directly related to the MALL tasks, and student perceptions of the MALL experience were measured through a survey. The results indicated that the experimental group outperformed the control group in both writing tasks and the post-test. Furthermore, the experimental group reported more positive perceptions of their MALL experience, reflected in higher emotional engagement and cognitive involvement. Based on these findings, we offer both theoretical insights into the role of familiar environments in facilitating language learning and practical suggestions for EFL teachers and researchers to incorporate real-world, contextually rich environments in MALL activities.