Enhancing English Language Acquisition through Mobile-Assisted Language Learning (MALL): AI-Driven Strategies
DOI:
https://doi.org/10.24090/celti.2025.1318Keywords:
Mobile-Assisted Language Learning, English language skills, learning motivation, socioeconomic status, technology-based learningAbstract
This study explores the effectiveness of Mobile-Assisted Language Learning (MALL) in improving students’ English language skills in EFL (English as a Foreign Language) classrooms. Using a quantitative approach, data were collected through questionnaires involving 20 students and analyzed using statistical tests, including one-sample t-tests, Pearson correlations, and multiple linear regression. The results show that mobile applications significantly impact students' English language skills (r = 0.770, p < 0.01) and serve as a primary predictor of learning motivation (β = 0.744, p < 0.01). However, the average English language proficiency (mean = 29.8) and learning motivation through mobile applications (mean = 23.3) remain below the reference value (40).Interestingly, the impact of socioeconomic status on English proficiency and students' motivation was found to be insignificant (p > 0.05), indicating that equal access to technology can reduce social disparities in technology-based learning. This study underscores the significant potential of MALL in enhancing English skills, emphasizing the need for optimizing applications with interactive features and personalization. Recommendations include increasing the intensity of application use, training teachers in technology integration, and implementing inclusive policies to support students from diverse socioeconomic background.
References
Al-Ahdal, A. A. M. H., & Alharbi, M. A. (2021). MALL in collaborative learning as a vocabulary-enhancing tool for EFL learners: A study across two Universities in Saudi Arabia. Sage Open, 11(1), 2158244021999062.
Alam, A., & Mohanty, A. (2023). Educational technology: Exploring the convergence of technology and pedagogy through mobility, interactivity, AI, and learning tools. Cogent Engineering, 10(2), 2283282.
Alcaraz, K. I., Wiedt, T. L., Daniels, E. C., Yabroff, K. R., Guerra, C. E., & Wender, R. C. (2020). Understanding and addressing social determinants to advance cancer health equity in the United States: A blueprint for practice, research, and policy. CA: A Cancer Journal for Clinicians, 70(1), 31–46.
Ali, M., Ranjhani, I., Shahbaz, Q., Rashid, M., & Shahzad, A. (2024). Significance of Mobile Assisted Language Learning (MALL) for English Language Learning in Digital Age: A Review. Jahan-e-Tahqeeq, 7(3), 382–396.
Al-khresheh, M. H. (2024). Bridging technology and pedagogy from a global lens: Teachers’ perspectives on integrating ChatGPT in English language teaching. Computers and Education: Artificial Intelligence, 6, 100218.
Al-Rahmi, A. M., Al-Rahmi, W. M., Alturki, U., Aldraiweesh, A., Almutairy, S., & Al-Adwan, A. S. (2022). Acceptance of mobile technologies and M-learning by university students: An empirical investigation in higher education. Education and Information Technologies, 27(6), 7805–7826.
Alshurafat, H., Al Shbail, M. O., Masadeh, W. M., Dahmash, F., & Al-Msiedeen, J. M. (2021). Factors affecting online accounting education during the COVID-19 pandemic: An integrated perspective of social capital theory, the theory of reasoned action and the technology acceptance model. Education and Information Technologies, 26(6), 6995–7013.
Anshari, M., Almunawar, M. N., Shahrill, M., Wicaksono, D. K., & Huda, M. (2017). Smartphones usage in the classrooms: Learning aid or interference? Education and Information Technologies, 22, 3063–3079.
Apuke, O. D., & Iyendo, T. O. (2018). University students’ usage of the internet resources for research and learning: Forms of access and perceptions of utility. Heliyon, 4(12).
Asratie, M. G., Aylet, Y. T., & Alebachew, M. G. (2022). Attitudes and practices to improve english language skills through mobile applications: In the case of secondary schools english language teachers awi zone, Amhara Region, Ethiopia. Education and Information Technologies, 27(6), 8489–8518.
Avvisati, F. (2020). The measure of socio-economic status in PISA: A review and some suggested improvements. Large-Scale Assessments in Education, 8(1), 8.
Balwant, P. T., & Doon, R. (2021). Alternatives to the conventional ‘Oxford’tutorial model: A scoping review. International Journal of Educational Technology in Higher Education, 18(1), 29.
Banerjee, M. (2020). An Exploratory Study of Online Equity: Differential Levels of Technological Access and Technological Efficacy Among Underserved and Underrepresented Student Populations in Higher Education. Interdisciplinary Journal of E-Skills and Lifelong Learning, 16, 93–122.
Barikzai, S., Bharathi S, V., & Perdana, A. (2024). Challenges and strategies in e-learning adoption in emerging economies: A scoping review. Cogent Education, 11(1), 2400415.
Bernacki, M. L., Greene, M. J., & Lobczowski, N. G. (2021). A systematic review of research on personalized learning: Personalized by whom, to what, how, and for what purpose (s)? Educational Psychology Review, 33(4), 1675–1715.
Booton, S. A., Hodgkiss, A., & Murphy, V. A. (2023). The impact of mobile application features on children’s language and literacy learning: A systematic review. Computer Assisted Language Learning, 36(3), 400–429.
Broer, M., Bai, Y., Fonseca, F., Broer, M., Bai, Y., & Fonseca, F. (2019). A review of the literature on socioeconomic status and educational achievement. Socioeconomic Inequality and Educational Outcomes: Evidence from Twenty Years of TIMSS, 7–17.
Butler, Y. G., & Le, V.-N. (2018b). A longitudinal investigation of parental social-economic status (SES) and young students’ learning of English as a foreign language. System, 73, 4–15.
Cakmak, F. (2019a). Mobile learning and mobile assisted language learning in focus. Language and Technology, 1(1), 30–48.
Campion, E. D. (2018). The career adaptive refugee: Exploring the structural and personal barriers to refugee resettlement. Journal of Vocational Behavior, 105, 6–16.
Carminati, L. (2018). Generalizability in qualitative research: A tale of two traditions. Qualitative Health Research, 28(13), 2094–2101.
Chan, S., & Lo, N. (2024). Enhancing EFL/ESL instruction through gamification: A comprehensive review of empirical evidence. 9, 1395155.
Chen, M.-P., Wang, L.-C., Zou, D., Lin, S.-Y., Xie, H., & Tsai, C.-C. (2022). Effects of captions and English proficiency on learning effectiveness, motivation and attitude in augmented-reality-enhanced theme-based contextualized EFL learning. Computer Assisted Language Learning, 35(3), 381–411. Scopus. https://doi.org/10.1080/09588221.2019.1704787
Chen, Q., Kong, Y., Gao, W., & Mo, L. (2018). Effects of socioeconomic status, parent–child relationship, and learning motivation on reading ability. Frontiers in Psychology, 9, 1297.
Cohen, A. D., & Henry, A. (2019). Focus on the language learner: Styles, strategies and motivation 1. In An introduction to applied linguistics (pp. 165–189). Routledge.
Correa, T., Pavez, I., & Contreras, J. (2020). Digital inclusion through mobile phones?: A comparison between mobile-only and computer users in internet access, skills and use. Information, Communication & Society, 23(7), 1074–1091.
Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2021). Using gamification to support learning English as a second language: A systematic review. Computer Assisted Language Learning, 34(7), 934–957.
Dong, L., Jamal Mohammed, S., Ahmed Abdel-Al Ibrahim, K., & Rezai, A. (2022). Fostering EFL learners’ motivation, anxiety, and self-efficacy through computer-assisted language learning-and mobile-assisted language learning-based instructions. Frontiers in Psychology, 13, 899557.
Ebrahimi, M. (2022). Ubiquitous learning: The effect of LingAR application on EFL learners’ language achievement and the realization of their motivation towards mobile learning. Interactive Learning Environments, 1–19.
El Miedany, Y., & El Miedany, Y. (2019). Motivation in Education. Rheumatology Teaching: The Art and Science of Medical Education, 379–402.
Elaish, M. M., Ghani, N. A., Shuib, L., & Al-Haiqi, A. (2019a). Development of a mobile game application to boost students’ motivation in learning English vocabulary. IEEE Access, 7, 13326–13337.
Elaish, M. M., Ghani, N. A., Shuib, L., & Al-Haiqi, A. (2019b). Development of a mobile game application to boost students’ motivation in learning English vocabulary. IEEE Access, 7, 13326–13337.
El-Sabagh, H. A. (2021). Adaptive e-learning environment based on learning styles and its impact on development students’ engagement. International Journal of Educational Technology in Higher Education, 18(1), 53.
Evans, O. (2018). Connecting the poor: The internet, mobile phones and financial inclusion in Africa. Digital Policy, Regulation and Governance, 20(6), 568–581.
Figueiredo, S. (2023a). The effect of mobile‐assisted learning in real language attainment: A systematic review. Journal of Computer Assisted Learning, 39(4), 1083–1102.
Figueiredo, S. (2023b). The effect of mobile‐assisted learning in real language attainment: A systematic review. Journal of Computer Assisted Learning, 39(4), 1083–1102.
Gao, L. X., & Zhang, L. J. (2020). Teacher learning in difficult times: Examining foreign language teachers’ cognitions about online teaching to tide over COVID-19. Frontiers in Psychology, 11, 549653.
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70–105. https://doi.org/10.1080/09588221.2012.700315
Gonzalez-DeHass, A. R., Willems, P. P., Powers, J. R., & Musgrove, A. T. (2022). Parental involvement in supporting students’ digital learning. Educational Psychologist, 57(4), 281–294.
Graben, K., Doering, B. K., & Barke, A. (2022). Receiving push-notifications from smartphone games reduces students learning performance in a brief lecture: An experimental study. Computers in Human Behavior Reports, 5, 100170.
Güngör, B., & Önder, A. (2023). Development of English picture vocabulary test as an assessment tool for very young EFL learners’ receptive and expressive language skills. Early Education and Development, 34(2), 572–589.
Hwang, G.-J., Rahimi, M., & Fathi, J. (2024a). Enhancing EFL learners’ speaking skills, foreign language enjoyment, and language-specific grit utilising the affordances of a MALL app: A microgenetic perspective. Computers & Education, 214, 105015.
Hwang, G.-J., Rahimi, M., & Fathi, J. (2024b). Enhancing EFL learners’ speaking skills, foreign language enjoyment, and language-specific grit utilising the affordances of a MALL app: A microgenetic perspective. Computers and Education, 214. Scopus. https://doi.org/10.1016/j.compedu.2024.105015
Ishaq, K., Zin, N. A. M., Rosdi, F., Jehanghir, M., Ishaq, S., & Abid, A. (2021). Mobile-assisted and gamification-based language learning: A systematic literature review. PeerJ Computer Science, 7, e496.
Iswahyudi, M. S., Irianto, I., Salong, A., Nurhasanah, N., Leuwol, F. S., Januaripin, M., & Harefa, E. (2023). Kebijakan Dan Inovasi Pendidikan: Arah Pendidikan di Masa Depan. PT. Sonpedia Publishing Indonesia.
Jeon, J. (2022). Exploring a self-directed interactive app for informal EFL learning: A self-determination theory perspective. Education and Information Technologies, 27(4), 5767–5787. Scopus. https://doi.org/10.1007/s10639-021-10839-y
Karakaya, K., & Bozkurt, A. (2022). Mobile-assisted language learning (MALL) research trends and patterns through bibliometric analysis: Empowering language learners through ubiquitous educational technologies. System, 110, 102925.
Kim, H., & Suh, E. E. (2018). The effects of an interactive nursing skills mobile application on nursing students’ knowledge, self-efficacy, and skills performance: A randomized controlled trial. Asian Nursing Research, 12(1), 17–25.
Klimova, B. (2021). Evaluating impact of mobile applications on EFL university learners’ vocabulary learning–A review study. Procedia Computer Science, 184, 859–864.
Kukulska‐Hulme, A., Lee, H., & Norris, L. (2017). Mobile learning revolution: Implications for language pedagogy. The Handbook of Technology and Second Language Teaching and Learning, 217–233.
Kukulska‐Hulme, A., & Viberg, O. (2018). Mobile collaborative language learning: State of the art. British Journal of Educational Technology, 49(2), 207–218.
Kulal, A., Dinesh, S., Abhishek, N., & Anchan, A. (2024). Digital access and learning outcomes: A study of equity and inclusivity in distance education. International Journal of Educational Management, 38(5), 1391–1423.
Kumar, A. V. (2023). English Language and Challenges of Rural Student. Dr. Sharma Khemraj, 32.
Lai, Y., Saab, N., & Admiraal, W. (2022). University students’ use of mobile technology in self-directed language learning: Using the integrative model of behavior prediction. Computers & Education, 179, 104413.
Lavoué, E., Monterrat, B., Desmarais, M., & George, S. (2018). Adaptive gamification for learning environments. IEEE Transactions on Learning Technologies, 12(1), 16–28.
Lee, J.-C., & Xiong, L. (2023). Exploring learners’ continuous usage decisions regarding mobile-assisted language learning applications: A social support theory perspective. Education and Information Technologies, 28(12), 16743–16769.
Liu, H. (2022). Integrating Technology into Task-based Language Teaching with Bibliometric Analysis. 207–210. Scopus. https://doi.org/10.1109/ICEKIM55072.2022.00053
Liu, S., Gao, S., & Ji, X. (2023). Beyond borders: Exploring the impact of augmented reality on intercultural competence and L2 learning motivation in EFL learners. Frontiers in Psychology, 14, 1234905.
Low, E. (2020). English in Asian schools. The Handbook of Asian Englishes, 107–131.
Lukas, B. A., & Yunus, M. M. (2021). ESL Teachers’ Challenges in Implementing E-learning during COVID-19. International Journal of Learning, Teaching and Educational Research, 20(2), 330–348.
Madarbakus-Ring, N., & Ring, L. P. (2023). Journal Jargon: Using online listening diaries to measure the learning process. In Handbook of Research on Creating Motivational Online Environments for Students (pp. 305–328). Scopus. https://doi.org/10.4018/978-1-6684-4533-4.ch014
Manstead, A. S. (2018). The psychology of social class: How socioeconomic status impacts thought, feelings, and behaviour. British Journal of Social Psychology, 57(2), 267–291.
Melnychuk, O., Ardelian, O., Pinchuk, I., Kuzminska, Y., & Tovtyn, Y. (2024). The effectiveness of using mobile applications for studying in non-language specialties at higher education institutions. Multidisciplinary Science Journal, 6(10). Scopus. https://doi.org/10.31893/multiscience.2024210
Menberu, A. W. (2024). Technology-mediated financial education in developing countries: A systematic literature review. Cogent Business & Management, 11(1), 2294879.
Morady Moghaddam, M., Esmaeilpour, F., & Ranjbaran, F. (2024). Insights into mobile assisted language learning research in Iran: A decade review (2010–2023). Education and Information Technologies, 1–27.
Nguyen, T. T. T., & Yukawa, T. (2019). Kahoot with smartphones in testing and assessment of language teaching and learning, the need of training on mobile devices for Vietnamese teachers and students. International Journal of Information and Education Technology, 9(4), 286–296.
Nicolaou, S. A., Televantou, I., Papageorgiou, A., Albert, A. P., Hitchings, A. W., McCrorie, P., & Nicolaou, P. (2024). Factors affecting pharmacology learning in integrated PBL in diverse medical students: A mixed methods study. BMC Medical Education, 24(1). Scopus. https://doi.org/10.1186/s12909-024-05289-2
Olasina, G., & Kheswa, S. (2021). Exploring the Factors of Excessive Smartphone Use by Undergraduate Students. Knowledge Management & E-Learning, 13(1), 118–141.
Ozer, O., & Kılıç, F. (2018). The effect of mobile-assisted language learning environment on EFL students’ academic achievement, cognitive load and acceptance of mobile learning tools. EURASIA Journal of Mathematics, Science and Technology Education, 14(7), 2915–2928.
Panagiotidis, P., Krystalli, P., & Arvanitis, P. (2023). Technology as a motivational factor in foreign language learning. European Journal of Education (EJED), 6(1), 69–84.
Parra, O., Reinozo, E., & Granda, M. F. (2024). Exploring Perspectives of Students on Using Mobile Apps to Improve English Vocabulary Through Youtube Videos: A Comparative Study. 769–776. Scopus. https://doi.org/10.5220/0012741400003687
Pedro, L. F. M. G., Barbosa, C. M. M. de O., & Santos, C. M. das N. (2018). A critical review of mobile learning integration in formal educational contexts. International Journal of Educational Technology in Higher Education, 15, 1–15.
Plakans, L., Gebril, A., & Bilki, Z. (2019). Shaping a score: Complexity, accuracy, and fluency in integrated writing performances. Language Testing, 36(2), 161–179.
Qu, K., & Wu, X. (2024). ChatGPT as a CALL tool in language education: A study of hedonic motivation adoption models in English learning environments. Education and Information Technologies, 1–33.
Rahimi, A. R. (2024). A tri-phenomenon perspective to mitigate MOOCs’ high dropout rates: The role of technical, pedagogical, and contextual factors on language learners’ L2 motivational selves, and learning approaches to MOOC. Smart Learning Environments, 11(1). Scopus. https://doi.org/10.1186/s40561-024-00297-7
Rana, D. K. (2024). Quality education for underrepresented groups: Bridging the gap. International Journal of English Literature and Social Sciences, 9(1), 212–219.
Reeve, J., & Lee, W. (2019). A neuroscientific perspective on basic psychological needs. Journal of Personality, 87(1), 102–114.
Ritonga, M., Febriani, S. R., Kustati, M., Khaef, E., Ritonga, A. W., & Yasmar, R. (2022). Duolingo: An Arabic speaking skills’ learning platform for andragogy education. Education Research International, 2022(1), 7090752.
Rodrigues, L., Palomino, P. T., Toda, A. M., Klock, A. C. T., Pessoa, M., Pereira, F. D., Oliveira, E. H. T., Oliveira, D. F., Cristea, A. I., Gasparini, I., & Isotani, S. (2023). How Personalization Affects Motivation in Gamified Review Assessments. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-022-00326-x
Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2020a). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149–2161.
Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2020b). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149–2161.
Rzyankina, E., George, F., & Simpson, Z. (2024). Enhancing Conceptual Understanding in Engineering Mathematics Through E-Textbooks. IEEE Transactions on Education, 1–8. Scopus. https://doi.org/10.1109/TE.2024.3387102
Sari, N. (2024). The role of technology in facilitating EFL learning: A case study approach. Journal of Education Research, 5(3).
Seven, M. A. (2020). Motivation in Language Learning and Teaching. African Educational Research Journal, 8, 62–71.
Shadiev, R., Liu, T., & Hwang, W. (2020). Review of research on mobile‐assisted language learning in familiar, authentic environments. British Journal of Educational Technology, 51(3), 709–720.
Singh, D., Pathan, R., Banerjee, G., & Rajendran, R. (2021). From Hello to Bye-Bye: Churn Prediction in English Language Learning App. 1, 212–220. Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126599659&partnerID=40&md5=e9b38864546fbd3c3a403b2bde92e120
Solmaz, O. (2018). A critical review of research on social networking sites in language teaching and learning. Contemporary Educational Technology, 9(3), 315–330.
Stead, G. (2012). Towards open formats for Mobile Learning. 955, 78–85. Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-84922718434&partnerID=40&md5=a786ab23adfb4dc1d986896c9ff04291
Sun, J. C.-Y., & Hsieh, P.-H. (2018). Application of a gamified interactive response system to enhance the intrinsic and extrinsic motivation, student engagement, and attention of English learners. Journal of Educational Technology & Society, 21(3), 104–116.
Sun, Y., & Gao, F. (2020). An investigation of the influence of intrinsic motivation on students’ intention to use mobile devices in language learning. Educational Technology Research and Development, 68(3), 1181–1198.
Thao, L. T., & Trut Thuy, P. (2024). Enhancing the doctoral experience: Factors influencing academic success and well-being of Ph. D. students in a cultural context. Cogent Arts & Humanities, 11(1), 2391645.
Thong, I. S., Jensen, M. P., Miró, J., & Tan, G. (2018). The validity of pain intensity measures: What do the NRS, VAS, VRS, and FPS-R measure? Scandinavian Journal of Pain, 18(1), 99–107.
Topping, K. J., Douglas, W., Robertson, D., & Ferguson, N. (2022). Effectiveness of online and blended learning from schools: A systematic review. Review of Education, 10(2), e3353.
Van Deursen, A. J., Van Der Zeeuw, A., De Boer, P., Jansen, G., & Van Rompay, T. (2021). Digital inequalities in the Internet of Things: Differences in attitudes, material access, skills, and usage. Information, Communication & Society, 24(2), 258–276.
Viberg, O., & Grönlund, Å. (2017). Understanding students’ learning practices: Challenges for design and integration of mobile technology into distance education. Learning, Media and Technology, 42(3), 357–377.
Walker, H. (2011). Evaluating the effectiveness of apps for mobile devices. Journal of Special Education Technology, 26(4), 59–63.
White, C. (2008). Language learning strategies in independent language learning: An overview. Language Learning Strategies in Independent Settings, 3–24.
Wiese, M., & Humbani, M. (2020). Exploring technology readiness for mobile payment app users. The International Review of Retail, Distribution and Consumer Research, 30(2), 123–142.
Xu, L. (2024). Navigating the educational landscape: The transformative power of smart classroom technology. Journal of the Knowledge Economy, 1–32.
Yan, K. (2023). Application of speech software based on mobile network technology in oral English teaching and classroom feedback. Soft Computing. Scopus. https://doi.org/10.1007/s00500-023-08433-0
Yeganehpour, P. (2023). Perspectives on enhancing foreign language vocabulary learning through mobile apps. In Perspectives on Enhancing Learning Experience Through Digital Strategy in Higher Education (pp. 51–72). IGI Global; Scopus. https://doi.org/10.4018/978-1-6684-8282-7.ch003
Yu, S., Chen, B., Levesque-Bristol, C., & Vansteenkiste, M. (2018). Chinese education examined via the lens of self-determination. Educational Psychology Review, 30, 177–214.
Zain, D. S. M., & Bowles, F. A. (2021). Mobile-assisted language learning (MALL) for higher education instructional practices in EFL/ESL contexts: A recent review of literature. Computer-Assisted Language Learning Electronic Journal, 22(1), 283–307.
Zhang, W., Yang, A. C., Huang, L., Leung, D. Y., & Lau, N. (2022). Correlation between the composition of personalities and project success in project-based learning among design students. International Journal of Technology and Design Education, 32(5), 2873–2895.
Zhang, Y., & Pan, W. (2024). A UTAUT2 Model Expansion: Investigating the Effect of Interactive Learning Environment and Gamification on Duolingo User Base in China. International Journal of Human–Computer Interaction, 1–15.
Zhao, Y., & Lai, C. (2023). Technology and second language learning: Promises and problems. In Technology-mediated learning environments for young English learners (pp. 167–206). Routledge.
Zhao, Y., Zhao, M., & Shi, F. (2024). Integrating moral education and educational information technology: A strategic approach to enhance rural teacher training in universities. Journal of the Knowledge Economy, 15(3), 15053–15093.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Nyayu Yayu Suryani, Aswadi Jaya
This work is licensed under a Creative Commons Attribution 4.0 International License.
