speaking-proficiency
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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 instruction in speaking proficiency, with a mean gain of 13.23 points (very large effect) compared to 1.63 points (moderate effect). MALL also boosted motivation, reduced speaking anxiety, and promoted learner autonomy, though challenges like unstable internet and initial instructor 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.
- PaperReCALL30 Oct 2025
A scoping review of AI-mediated informal language learning: Mapping out the terrain and identifying future directions
Guangxiang Leon Liu, Xian Zhao
This scoping review analyzed 65 empirical studies on AI-mediated informal language learning (AI-ILL) up to mid-April 2025. Results show the field is nascent with exponential growth after ChatGPT, concentrated in East Asia, dominated by cross-sectional designs, and lacking theoretical foundations. Key outcomes include improved speaking proficiency and reduced communication anxiety.
Original abstract
This scoping review directs attention to artificial intelligence–mediated informal language learning (AI-ILL), defined as autonomous, self-directed, out-of-class second and foreign language (L2) learning practices involving AI tools. Through analysis of 65 empirical studies published up to mid-April 2025, it maps the landscape of this emerging field and identifies the key antecedents and outcomes. Findings revealed a nascent field characterized by exponential growth following ChatGPT’s release, geographical concentration in East Asia, methodological dominance of cross-sectional designs, and limited theoretical foundations. Analysis also demonstrated that learners’ AI-mediated informal learning practices are influenced by cognitive, affective, and sociocontextual factors, while producing significant benefits across linguistic, affective, and cognitive dimensions, particularly enhanced speaking proficiency and reduced communication anxiety. This review situates AI-ILL as an evolving subfield within intelligent CALL and suggests important directions for future research to understand the potential of constantly emerging AI technologies in supporting autonomous L2 development beyond the classroom.