Mobile Assisted Language Learning (MALL): Exploring the Students’ Experience on Listening Activities

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

This study aimed to ascertain vocational EFL teachers’ perspectives on the development of Mobile-Assisted Language Learning (MALL) resources in vocational schools. It employed a mixed-method approach in which data were collected simultaneously using an open-ended questionnaire and semi-structured interviews. The study involved 95 English teachers from vocational schools in two cities of East Java, Indonesia. Among the participants, four were invited to participate in an online interview to discuss their perspectives on the characteristics, use and development of MALL material for vocational students. Data analysis was performed using descriptive statistics. The analysis results showed that more than half of the respondents agreed that MALL resources were more accessible (65.4%), easier to generate (65.4%) and more successful at improving learners’ autonomy (73.1%), compared to traditional materials. Additionally, 40% of teachers thought that MALL materials could be used to promote classroom interaction, and it was much easier for teachers to provide immediate feedback through mobile phone. In summary, 42% of teachers agreed that MALL resources could aid in foreign language acquisition. Due to students’ proximity to technology and mobile devices, teachers recognized that MALL materials can be applied inside and outside the classrooms. Therefore, vocational EFL teachers must be able to develop and implement MALL materials in their classrooms.

Mobile-assisted language learning (MALL) research trends and patterns through bibliometric analysis: Empowering language learners through ubiquitous educational technologies

The aims of the study to reveals in details process and result of improving English speaking ability using Mobile assisted Language Learning (MALL) learning model. This study is an action research at English Department Muhammdiyah University of Jakarta consists of 30 students as the participant. Data obtained from the result of English Speaking ability test. The results of the study showed that the learning process using Mobile Assisted Language Learning (MALL) makes the students become more active in their speech; their participation level in learning interaction shows it. The result also presented that there is significantly improvement on the students’ English speaking ability using Mobile Assisted Language Learning (MALL) from preliminary cycle to the third cycle phase in research process. The average score of the students at preliminary stage is only 42.8 then it increased in the first cycle to 53.2. While on the second cycle obtained an average score of 61.2 and increased in the third cycle to 80. So, it can be concluded that action research in improving English speaking ability using Mobile Assisted Language Learning (MALL) significantly helps the students in improving their ability to speak English.

Mobile-Assisted Language Learning (MALL) has existed now for nearly two decades with its application to foreign language instruction chronicled in some 340 implementation studies. For several years already, proponents have claimed that MALL is commonplace in foreign language instruction. In reality, with few exceptions, published studies of MALL implementations have not progressed much beyond pilot testing, i.e., design proposals, proof of concepts, limited experiments, class trials. Above all, what is most striking about published MALL implementation studies is the virtual lack of follow-up reports of curricular integration. In order to put MALL applications into perspective, this paper is organized into three sections. The first gives an overview of published MALL implementation studies, the second provides a comparative analysis of MALL applications, and the last addresses the issue of MALL curricular integration. On the basis of this review, the paper concludes that MALL remains marginal in terms of the number of students and courses involved, the duration of implementations, the language skills targeted, the kinds of learning activities undertaken and the methodological approach used. Nonetheless, it also maintains that the necessary technological base and pedagogical expertise are in place to bring MALL in from the fringes to the core of foreign language teaching.

In this paper the development of mobile-assisted language learning (MALL) over the past 20 years is reviewed with a particular focus on the pedagogical challenges facing its exploitation. Following a consideration of the definition of mobile learning, the paper describes the dominant mobile technologies upon which MALL applications have been based: MP3 players, personal digital assistants, and mobile phones. It then identifies the prevalent methodological approach that has underlain the great majority of MALL implementations: a behaviorist, teacher-centered, transmission model of instruction. However, though rarely implemented, MALL is equally capable of supporting more innovative constructivist, collaborative, learner-centered instruction, examples of which are examined. Besides being restricted by a pedagogical approach very much out of step with methodologies that have guided foreign language teaching for nearly four decades, MALL has also been constrained by access to technology. In part, this problem has been due to the necessity of acquiring mobile devices for student usage and the costs associated with mobile network and Internet connections. Even more so, the exploitation of mobile devices for language learning has been hampered by a lack of hardware standardization and entrenched operating system incompatibilities. The paper concludes that MALL has yet to realize its full potential and that achieving this aim is more a matter of pedagogy than technology. The financial and technological factors that have impeded the effective exploitation of MALL are likely to be resolved as operating system incompatibilities are overcome by market forces and students as well as teachers acquire suitable mobile devices for their own personal use. The future of MALL lies in the exploitation of the communication and multimedia affordances of mobile devices in ways that support collaborative, task-based learning both within and outside of the classroom.

Mobile-assisted language learning (MALL) has been developed rapidly and integrated into language learning in various levels in recent years, particularly for the young generation. Many previous studies reveal that young learners have autonomous learning in using online sources or apps in the MALL context. However, not many studies in China have examined Chinese students' use of MALL. Therefore, this chapter investigates how Chinese college students perceived their use of mobile devices for English as a foreign language (EFL) learning. It was based on two small studies and focused on using online sources and mobile apps for EFL learning on learners' mobile devices. Participants were 166 students from 21 universities in China. Research tools consisted of questionnaires and interviews. The findings demonstrate a high motivation among the participants in using online sources and apps for EFL learning on their mobile devices. The results also showed the impact of different regions on students' attitudes toward MALL. Mobile apps that are related to EFL class context could enhance students' EFL learning.

To achieve better adaptive learning for mobile-assisted language learning (MALL), individual prior knowledge proficiency, perceptual learning style, and learning behavior should all be considered in system development. While reviewing the existing literature about MALL research, the researchers of this study found very few recent studies exploring the relationship between mixed-modality learners and learning effectiveness by observing the system operating behaviors. Therefore, the researchers developed a MALL system, MyEVA Mobile, employing mixed-modality vocabulary learning, to assist students who have English as a foreign language to improve their vocabulary. To explore the effect of the system on university students with different learning attitudes and English proficiencies (English majors and non-English majors), the study used a mixed quantitative and qualitative methodology to analyze the subjects’ learning achievements, perceptual learning styles, learning strategy preferences, and learning behaviors. The results of this study demonstrated how different learning behaviors varied with learners with different learning styles through diverse observations. The findings of this study are expected to provide a good reference for future MALL system development incorporating context-aware learner support as well as a direction for future researchers who wish to conduct a similar MALL study.

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.

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

This study investigated the role of Mobile-Assisted Language Learning (MALL) in improving vocabulary mastery among English as a Foreign Language (EFL) students at MAN Labuhanbatu. A qualitative descriptive design was employed to explore how mobile applications support vocabulary learning in this context. Data were collected through classroom observations, semi-structured interviews with two English teachers and twenty-four Grade XI students, and document analysis of lesson plans and student task results. Vocabulary mastery was measured through pre-test and post-test scores over a six-week period of MALL integration using applications such as Quizlet and Duolingo. The findings indicated that MALL enhanced students’ vocabulary acquisition by providing greater exposure to target words, interactive learning activities, and personalized practice opportunities. The average vocabulary score increased from 65.42 in the pre-test to 80.58 in the post-test, with notable improvements in word meaning recognition, spelling accuracy, and contextual usage in writing. Students reported higher motivation and engagement, while teachers noted more active participation during lessons. However, challenges such as limited internet access, inconsistent task completion, and passive engagement with applications were also identified. It can be concluded that MALL serves as an effective supplementary tool for vocabulary instruction in the madrasah context, provided it is integrated into structured learning activities and supported by consistent teacher guidance. The study recommends further research on the long-term effects of MALL and its application in other areas of language learning.

Guided by the conceptual framework for next generation designs for mobile-assisted language learning (MALL) in informal setting, our study investigates how mobile devices impact the learning practices and habits amongst adult distant learners of English at a higher education institution in China. Data sources include quantitative data of 148 completed responses to an online survey and qualitative data from follow-up email interviews. The study demonstrates that students' main motivation for engaging in mobile assisted English learning is to fill in the gaps in their daily schedule in order to maximize available time, and the majority use mobile devices to support formal course learning. The skills and knowledge areas practiced with mobile devices are listening, followed by speaking and pronunciation, vocabulary, reading, and translation. Our study also reveals that teachers play a very limited role as perceived by students, while students expect more support from teachers for their out-of-class hour mobile assisted language learning. The research findings bear significant pedagogical implications in terms of integrating MALL into language learning curriculum, learner support and the need for continuous teacher training.

The aim of this study is to explore the students' perceptions in using the Mobile-Assisted Language Learning in university context. To collect the data, this survey research used online questionnaire adapted from Habiebie (2021), then analyzed descriptively. The participants of this study are 36 students from English Study Department of Islamic university of Indragiri. They are in second and fourth semester and selected using simple random sampling. The questionnaires were distributed using Google form. The result shows that 35.06% strongly agree, 47.88 agree, 13.01 neutral, only 1.88 disagree and 2.23 strongly disagree about the statements. It means most of the students have positive perception in using Mobile-Assisted Language Learning.

The advent of Mobile-Assisted Language Learning (MALL) has revolutionized English as a Foreign Language (EFL) education by providing learners with unprecedented access to language learning resources anytime and anywhere. Listening is often considered one of the most challenging skills to master in language acquisition. While previous research has shown the effectiveness of the MALL method in areas such as writing and reading, few empirical studies have focused on its application in EFL listening classes. This empirical study adopted a mixed-method approach, collecting quantitative data from pre- and post-tests and qualitative data from learners’ journals, to investigate the effectiveness of the MALL method in enhancing EFL learners’ listening comprehension and learners’ attitude toward MALL in their listening practice. Data were collected and analyzed using SPSS. The results indicated that the MALL method is effective in improving EFL listening comprehension and allows learners for the adjustment of content and pace, facilitating personalized and effective learning experiences. This study aims to provide insights for incorporating MALL in EFL listening studies and improving listening efficiency.

The proliferation of mobile technologies has fueled the growth of mobile-assisted language learning (MALL), providing learners with opportunities to customize their language learning experiences. Numerous studies have investigated the impact of MALL on enhancing language skills such as listening, speaking, reading, and writing, with a particular focus on vocabulary development. However, in addition to the benefits, the use of MALL is accompanied by specific challenges. This study systematically synthesizes existing literature to map the benefits and challenges associated with vocabulary learning within MALL contexts. An analysis of 76 scholarly articles retrieved from the Web of Science Core Collection reveals that MALL substantially facilitates vocabulary acquisition (43%), promotes learner motivation (24%), improves retention of vocabulary items (15%), and offers authentic contexts for vocabulary application (6%). Identified challenges encompass technological constraints of mobile devices and platforms, potential negative impacts associated with smartphone usage, user skepticism regarding the effectiveness of MALL, and external environmental pressures. To fully realize the potential of MALL, further empirical research is necessary to deepen understanding of its advantages and to develop effective strategies for mitigating identified challenges.