Integrating Mobile-Assisted Language Learning (MALL) to Explore Papuan Students’ English Learning

This research discused the phenomenon of the interest in learning English among Papuan students, especially in the Jayapura university. The purpose of this research was to find out and examine emergence of interest in learning and ethnicity factors that influence among Papuan students. The researchers used a quantitative approach with a descriptive method. The data collection technique used observation, interviews, and documentation study. The data data collection tools in the form of observation, questioner, interview, and documentation. The research findings showed that the interest in learning English among Papuan students still low, it can be seen from the score of students learning in the class, this was due to the ethnicity inherent in the people of the Papua. Based on the observations, interviews and documentations that the researcher carried out proved that Papuan students and students of other ethnic group has not been well involved in English learning activities in the class
 Keywords: Ethnicity Factor Language, Ethnicity Papuan Students, English Learning Interest


 
 
 
 The purpose of this study is to analyze the perception of vocational students about the perception of use (PU) of Mobile Assisted Language Learning (MALL), the second goal is to analyze the perception of ease of use (PEoU) regarding Mobile Assisted Language Learning (MALL). This study uses a quantitative approach. The purpose of this study was to determine the perception of the use of Mobile Assisted Language Learning (MALL) in learning English for vocational students at the Mataram Tourism College. 100 respondents were involved in this study. Respondents answered statements about perceived usefulness and ease of use of MALL. Responses to the questionnaire were measured on a 5-point Likert scale, from 5 (“strongly agree”) to 1 (“strongly disagree”). The results of this study indicate that respondents as learners of English as a second language show a positive attitude in terms of usability and ease of use in MALL. In addition, the role of MALL is believed to be able to improve the results and teaching and learning process of foreign language learning.
 
 
 

Using mobile technology in English learning and teaching has been on the rise all over the world over the past few decades and hence, has received considerable attention and importance from academics in recent years. As a result, several experimental studies have been carried out about the use and effectiveness of mobile phones in the teaching/learning process. However, there have been only a few studies on mobile-assisted listening comprehension. This study aims to explore whether Mobile Assisted Language Learning (MALL) is effective in teaching/learning listening skills to the students of university-level English language programs and could better enhance students’ listening ability. It also endeavors to assess why some MALL strategies/techniques are more effective than others. This study uses a qualitative research method. It exclusively uses the relevant secondary materials available on the broader topic- the use and efficacy of mobile phones in teaching/learning listening skills. The results indicated that the MALL is meaningfully efficacious in teaching/learning ESL/EFL listening skills. Therefore, using appropriate strategies could positively contribute to bringing about better learning. Besides outlining a brief overview of MALL, the study also recommends some practical and useful stratagems that ESL/EFL educators can use while designing MALL listening tasks/activities.

Parental perception and English Learners' mobile-assisted language learning: An ethnographic case study from a technology-based Funds of Knowledge approach

Although extensive research has been conducted on the positive impact of Mobile Assisted Language Learning (MALL) on student learning, there have been few studies examining university students' attitudes toward the use of MALL for English learning. The study investigates the attitudes of university students toward MALL, focusing on the use of mobile applications to learn English. This study's participants are the English department at a private university in East Kalimantan. This study employs a questionnaire and a semi-structured interview for data collection. The findings from this analysis demonstrated that students had a favorable perception of the usefulness of MALL in various aspects of language learning. They perceived English mobile applications as beneficial for improving their language skills, enhancing work quality, and promoting motivation. These positive perceptions indicated that MALL had the potential to be an effective tool in supporting language learning among students

Mobile-Assisted Language Learning (MALL) is the latest learning way in the language education where applications or websites are used to facilitate students learning activities. Mobile phone has been studied years by researchers in its connection with education-related activities. This research will focus on its main purposes, they are: 1) students’ perceptions in using mobile phone in English language learning classroom activities; 2). the problem of using mobile phone to support classroom activities, especially in English language learning. The method of the research was quantitative method which used 70 students as research object. The data were collected through a 5-point Likert Scale questionnaire. The research found; first, the students’ majority had positive perception on the usage of MALL to support classroom activities, especially in learning English language. Second, the problem in internet connectivity is the biggest problems that students faced in terms of using MALL in English language classroom. But, It is hoped that MALL will be used as one of the teaching aids that could assist students in learning English as a Foreign Language (EFL) more effectively.

Mobile Assisted Language Learning (MALL) delivers the content of learning to the audience with the mobile computing devices such as laptops, smart phones and handheld devices. The advantage of MALL approach is that learners are not restricted to time, place and the presence of the teachers. This paper will discuss ways in which mobile computing devices can be used for aviation English learning with a MALL approach. It will briefly introduce a MALL Platform on which aviation English is learned and taught effectively.

Vocabulary learning is a fundamental component of language mastery, as it underpins students’ ability to communicate effectively and comprehend texts. With the rapid advancement of technology, Mobile-Assisted Language Learning (MALL) has emerged as an innovative approach that enables flexible, accessible, and interactive learning experiences. However, despite its potential benefits, many university students still face challenges in expanding their English vocabulary due to limited study time, low motivation, and the lack of engaging learning resources. This study aims to explore university students’ experiences in learning English vocabulary through MALL. Employing a qualitative exploratory design, ten students from the Management Study Program at on of the private universities in Indonesia who were enrolled in an English for Specific Purposes (ESP) course participated in the research. Data were collected through semi-structured interviews and participatory observations, then analyzed using thematic analysis to identify recurring patterns and themes. The findings revealed five main themes: (1) flexibility of time and place in learning, (2) increased motivation and engagement through gamified features, (3) independent learning strategies in vocabulary acquisition, (4) technical challenges and digital distractions, and (5) the need for support from lecturers and the academic environment. Students valued the flexibility and autonomy MALL offered, as well as the motivation gained from interactive and gamified elements. Nevertheless, issues such as unstable internet connections and distractions from social media often hindered learning consistency. The study concludes that MALL enhances flexibility, motivation, and learner autonomy in vocabulary learning, yet its effectiveness depends on students’ self-discipline and institutional support. It underscores the essential role of lecturers in guiding and integrating MALL effectively into classroom instruction.

Computer Assisted Language Learning (CALL) is no longer popular among language learners due to its impractical comparison to Mobile Assisted Language Learning (MALL). MALL is a language learning tool that can assist students in expanding their learning possibilities and reshaping their language learning approach. This research aims to analyze the students’ perception of using MALL to learn English. This research was conducted using mixed methods and closed-ended questionnaires using the Likert scale of 1 to 6 to find out student perceptions of the use of MALL on the Perceived Usefulness (PU) and Perceived Ease of Use (PEoU) to gather the data. An interview was also conducted to get a more comprehensive finding. The respondent showed that they had a positive perception of the use of MALL to learn English. They agreed on the potential of MALL as a practical approach to learning English. Meanwhile, the interview session revealed that the students had drawbacks in using MALL to learn English, such as networking, technical problems on camera, and vocabulary difficulties on certain websites. Still, the students can maximize their use of it.

Sago farmers from the Mooi tribe in Sorong Regency - Southwest Papua have consumed and cultivated sago for generations. This research aims to understand the local ecological knowledge (LEK) of sago farmers in managing their land to maintain soil quality in sago agroforestry, compared with modern/scientific environmental understanding. The survey was conducted from February to October 2021 in three sub-districts, Sorong Regency, using an exploratory descriptive method among Mooi sago farmers. Intact soil samples were taken to measure soil physical properties and disturbed soil samples to analyze soil chemical properties (pH, C-Organic, Total N, P, K, CEC, base saturation). The results of this research show that what sago farmers have in common with the unique habits of the Mooi tribe's harvest system is that they harvest enough sago starch to consume or sell if there is too much of it. According to sago farmers, the best land for growing sago is close to a water source and is not affected by soil biota and fertilization. and sago farmers will leave ella sago dregs on the land. Meanwhile, according to MEK, starch formation decreases in flooded land and the remaining sago dregs are very good for making compost and animal feed. In sago forests where sago grows naturally, the soil texture is dominated by silt, having a pH of 5.8-7.2; High total organic C 2.8-5.2%, P 14.08-66.44 mg/kg, K 755.3 – 1626.8 mg/kg, CEC 18-40 cmol(+)/kg, and base saturation 30 – 134%. These values are relatively higher than on land with a sago-based agroforestry system.

The Education and Training Evaluation Commission in Saudi Arabia reports that many students entering university preparatory year programs face difficulties with basic English skills, particularly receptive skills in reading and listening, which are key to academic study. These difficulties are commonly associated with low learner motivation and limited exposure to relevant English practice. Although Mobile-Assisted Language Learning has gained international attention for its gamified and adaptive features, empirical evidence from Saudi preparatory year contexts remains limited. This mixed-methods pilot study considers the use of Duolingo and ReadTheory in relation to learner motivation and receptive skill development. Sixty male students at A1–A2 levels of the Common European Framework of Reference for Languages were purposively selected from a Saudi public university. The intervention was structured using the PF-4M framework, with a focus on authenticity, personalization, autonomy, and contextualization. Quantitative data were collected using a CEFR-aligned receptive skills test administered before and after the intervention and a post-intervention adapted Language Learning Motivation Scale. Qualitative data were drawn from reflective journals and weekly classroom observations documenting learner engagement. Results showed increases in receptive test scores, with mean scores rising from 8.12 to 15.17, alongside higher reported motivation levels. While both applications were well received, some learners reported challenges with comprehension and independent learning. The findings show that Mobile-Assisted Language Learning is associated with receptive skill development among beginner learners.

The purpose of this study is to assess how well Mobile Assisted Language Learning (MALL) at SMPN 45 Palembang improves speaking abilities in English as a foreign language (EFL). Using a pre-experimental approach, the study involves a single group of students from the same class using the MALL method. This study is quantitative in nature and uses oral pre- and post-test data gathering methods in a single class of students at SMP Negeri 45 Palembang. With an average pre-test score of 61.69 and an average post-test score of 79.3, the statistical analysis and data gathering results demonstrate an improvement in English language proficiency following the implementation of MALL. These results demonstrate that MALL is a useful instrument for raising students' proficiency in speaking English as a foreign language (EFL).

This research is aimd to find out the effect of teachers’ creativity The Effect of Teachers’ Creativity on Students Interest in Learning English in The Second Grade SMP Negeri 2 Tinambung. The problem statements are two namely: 1) How is students perception of learning English?, What are the effect of teachers’ creativity on students’ interest in learning English at SMP Negeri 2 Tinambung ?.This research was descriptive qualitative. The population is the second grade student SMP Negeri 2 Tinambung which consist of 25 students. The sample taken from B class of SMP Negeri 2 Tinambung. The instrument use are interview and questionnaire. However, the subjects of this research were 25 students of the second grade at SMP Negeri 2 Tinambung. The researcher employed Descriptive-qualitative method and the instrument of this research were conducted through interview and questionnaire The research findings showed that the effect of teachers’ creativity on student’s interest in learning English was very important it can increase student enthusiasm for receiving the material and can increased students interest in learning English.

Objectives In this study, for the purpose of improving 26 4th graders’ English learning interest, a homeroom teacher conducted an action research study and helped their mobile-app-based English learning and her adviser supervised the teacher to conduct the research study successfully, according to qualitative research tradition. Although many theorists and scholars propose promising effects of mobile-app-based English learning there is not much mobile-app-based English learning research conducted with primary school students and teachers at public primary school settings. This is an action research study to fill the gap in the previous studies.
 Methods During the spring semester of 2022, 26 elementary school students in a southern province performed mobile-app-based English learning activities with their homeroom teacher in a 30-minute morning-class session and in a 40-minute club activity session. Teacher observation reports, survey results and interview data are collected before, in or after the mobile-app-based English teaching/learning class.
 Results The first result is that almost all of the 26 students liked the English learning activity of singing English songs using YouTube app. As for the second result, among the four English learning apps applied in the study, most of the students liked the Dino Buddies series of the Little Fox app and the Kahoot word quiz app the most, and low-English-learning-autonomy students liked the ‘FunEasyLearn’ English app the most. The third result is that all 26 students' interest in learning English improved while participating in the study, with varying degrees of improvement. The fourth result is that the preference for mobile-app-based English learning activities varies greatly by student according to the level of English-learning interest improvement.
 Conclusions The results of the study showed that 26 students who conducted English learning using mobile apps for one semester developed interests in learning English and that they all had various preferences for mobile-app-based English learning activities. Based on the study results, it can be predicted that the learning effect will be maximized if mobile-app-based English teaching is carefully planned and implemented according to the characteristics, autonomy, personality, and English proficiency levle of each student as a learner. In particular, when carrying out mobile-app-based English teaching for students with low autonomy, it would be very helpful if an individual learning helper or an assistant teacher helps their learning. It seems that further research is still needed to know how to implement mobile-app-based primary English education for Korean learners.

Mobile-assisted language learning (MALL) is gaining increasing interest in autonomous language learning due to the increased necessity of learner autonomy for EFL students. This study aimed to determine how students used mobile devices to support their English learning and whether they assisted learner autonomy development. The study was conducted with the participation of 33 English majors at Van Lang University (VLU). The data was collected using open-ended questions for structured interviews under the qualitative method with convenience samples. It was found that VLU students made many usages of mobile devices in learning English and proved that they possessed characteristics of autonomous learners. They were not restricted by the learning time and space; they could work independently and effectively and were socially acceptable to collaborate. As a result, it is strongly advised that MALL should be used in the context of English instruction and learning in universities in Vietnam.