The impact of Mobile Assisted Language Learning (MALL) on student motivation and learning outcomes: literature review
Keywords:
Mobile Assisted Language Learning (MALL), motivation,, learning outcomes.Abstract
Foreign language learning (English) in the digital era is aided by developments in mobile technology. Mobile Assisted Language Learning (MALL) is one of the most rapidly increasing methodologies. The purpose of this study is to look into how MALL affects student motivation and learning results. The literature review was conducted by reviewing various reliable sources such as scientific journals, articles, and research reports. The results show that MALL has a significant positive effect on student motivation and learning outcomes. MALL can increase students' learning motivation through various interactive features, educational games, and easy access to learning materials. In addition, MALL also proved effective in improving students' learning outcomes in vocabulary, grammar, pronunciation, and communication skills. This study concludes that MALL is a useful tool to improve students' motivation and learning outcomes in foreign language learning. Further research is needed to explore the effectiveness of MALLs in various learning contexts and to deploy more innovative and educational MALL software.
Downloads
References
Alhuwaydi, A. A. (2022). A Review on vocabulary learning-designed MALL applications in the EFL context. Theory and Practice in Language Studies, 12(10), 2191- 2200.https://doi.org/10.17507/tpl s.1210.27 Aliakbari, M., & Mardani, M. (2022). Mobile-assisted Language Learning and its Effect on Learners' Speaking Development. International Education Research, 2022 (1), 9043326. https://doi.org/10.1155/ 2022/9043326 Askraba, V. (2008). Mobile assisted language learning and its impact on student motivation and acquisition (Doctoral dissertation, Monash University). Dong, L., Jamal Mohammed, S., Ahmed Abdel-Al Ibrahim, K., & Rezai, A. (2022). Fostering EFL learner motivation, anxiety, and self-efficacy through computer-assisted language learning-and mobile-assisted language learning-based instructions. Frontiers in Psychology,13,899557. https://doi.org/10.3389/fpsyg.2022.899 557 Ekinci, E. (2020). Mobile assisted language learning (MALL) As a foreign language aid: A literature review. Pearson Journal of Social Sciences & Humanities,5(9), 152-166. http://dx.doi.org/10.46872/pj.18 6 Chen, ML (2022). The impact of mobile learning on the effectiveness of English language teaching and learning- A meta-analysis. IEEE Access, 10, 38324-38334. https://doi.org/10.1109/ACCESS.2022. 3165017 Gael, K. E., & Elmiana, D. S. (2021). Mobile-Assisted Language Learning (MALL) in English language acquisition: a critical literature review. Journal of English Language Teaching Innovations and (Jeltim),3(2),76-86. Materials http://dx.doi.org/10.26418/jeltimv3i2.4 9813 Habiby, M. A. (2023).Students’ Intrinsic Motivation In Online English Learning Through Whatsapp As A MobileAssisted Language Learning (Mall) Platform (Doctoral dissertation, Universitas Muhammadiyah Surabaya). http://repository.umsurabaya.ac.id/id/eprint/8452 Hassan Taj, I., Sulan, N., Sipra, M., & Ahmad, W. (2016). Impact of mobile
assisted language learning (MALL) on EFL: A meta-analysis. Advances in language and literary studies, 7(2). https://ssrn.com/abstract=29316 54 Keezhatta, M. S., & Omar, A. (2019). Enhancing reading skills for Saudi secondary school students through mobile assisted language learning (MALL): An experimental study. International Journal Linguistics,9(1),437-447. of English https://doi.org/10.5539/ijel.v9n1 p437 Kukulska-Hulme, A. (2009). Will mobile learning change language learning?. ReCALL,21(2),157-165. https://doi.org/10.1017/S095834400900 0202 Kwon, Y., & Kim, H. (2020). Can Individual MALL Be Sustainable?: A Case Study of Korean College Students. MultimediaAssisted Language Learning,23(2). 10.15702/mall.2020.23.2.144 Parsa, N., & Anjomshoa, L. (2022). Impact of Mobile-Assisted Language Learning (MALL) on EFL Learners' Grammar Achievement and Self-efficacy. International Journal of Language and Translation Research, 1(4), 71-94. https://doi.org/10.22034/978389 966744_005 Pebiana, P., & Febria, D. (2023). The Increasing Student Motivation for Speaking Skills with MALL (MobileAssisted Language Learning). SALEE: Study of Applied Linguistics and English Education, 4(2), 424-439. https://doi.org/10.35961/salee.v4 i2.820 Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examiningthe effect of platform. http://llt.msu.edu/vol14num2/sto ckwell.pdf
Su, N., Al Mamun, A., Reza, M. N. H., Yang, Q., & Masud, M. M. (2024). Unveiling the nexus between quality and student engagement in web-based collaborative learning Education and Technologies, 1-36. systems. Information https://link.springer.com/article/10.100 7/s10639-024-12794-w#citeas Torat, B. (2000). Computer-assisted language learning: An overview. Silpakorn University International Journal, 1(1), 131- 153. Viberg, O., & Grönlund, Å. (2013). Crosscultural analysis of users' attitudes toward the use of mobile devices in second and foreign language learning in higher education: A case from Sweden and China. Computers & Education,69,169-180. https://doi.org/10.1016/j.compedu.2013 .07.014 Wen, W. T., Jumaat, N. F., Ashari, Z. M., Na, K. S., Abdullah, A. H., Samah, N. A., & Ali, D. Effectiveness F. (2019, of December). mobile assisted language learning towards students’ achievement and motivation in learning english prepositions. In 2019 IEEE International Conference on Engineering, Technology and Education (TALE) (pp. 1-5). https://doi.org/10.1109/TALE48 000.2019.9225865 IEEE. Zhang, X., & Hu, J. (2024). A study on the learning behaviors and needs of design-maker communities of practice in the era of mobile learning. Library Hi Tech, https://doi.org/10.1108/LHT12- 2021-0486
