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 instruction in improving English speaking proficiency, with a very large effect size (Cohen's d = 3.36). Qualitative data indicated that MALL boosted motivation, reduced speaking anxiety, and enhanced learner autonomy, though technological constraints and initial instructor readiness posed challenges.
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
Investigated the impact of familiar versus unfamiliar environments on mobile-assisted language learning (MALL) task writing performance and EFL writing proficiency. The experimental group writing in familiar settings outperformed the control group in writing tasks and a post-test, and reported more positive perceptions. Findings support incorporating real-world, contextually rich environments in MALL activities.
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.
- PaperERIC — Assessment & second language1 Jan 2025
A Systematic Review of Mobile-Assisted Vocabulary Learning and Teaching in ESL/EFL Context
Muhammad Nawaz, Malini Ganapathy, Sadaf Manzoor, Tess Ezzy et al.
This systematic review synthesizes 774 publications on mobile-assisted vocabulary learning (MAVL) in ESL/EFL contexts, supplemented by an in-depth analysis of 20 empirical studies. Bibliometric analysis identified key authors, keywords, and productive countries, while content analysis revealed gamification as a dominant technological feature and a focus on learner performance and perceptions. The findings highlight emerging trends and gaps for future MAVL research.
Original abstract
Purpose: The integration of mobile technology in ESL/EFL contexts has garnered significant attention from contemporary researchers, teachers, and learners due to the advancements in technology, dynamic features, and multimodal applications. With this growing interest, there is a need to synthesize the existing literature and identify current trends in the field. Methodology: This study reviewed research on mobile-assisted second language (L2) vocabulary learning and teaching through two approaches. First, a bibliometric analysis was employed to provide a comprehensive overview of the field, encompassing 774 publications retrieved from the Scopus database. Second, 20 empirical articles were analyzed to determine technological and pedagogical trends in MAVL studies. Findings: The analysis identified the most frequently used keywords, influential authors, and the most productive countries in MAVL research. Key areas of focus in L2 vocabulary learning and teaching included learners' performance and perceptions, with gamification emerging as a predominant technological feature in recent empirical studies. Significance: Although the findings are preliminary, they offer valuable insights for conducting future research, emphasizing emerging trends and unexplored areas within MAVL.