The Impact of Mobile-Assisted Language Learning: Push and Pull Mechanisms on Enhancing English Language Proficiency of Undergraduate Students
Article Sidebar
Main Article Content
Abstract
This study aimed to assess the impact of push and pull mechanisms in mobile-assisted language learning (MALL) on students’ English language proficiency and their satisfaction with MALL usage. The study involved comparing pretest and posttest scores between a control group and an experimental group, both initially exhibiting similar proficiency levels. Sixty students enrolled in an English Communication for Teachers course in the second semester of the 2023 academic year participated in the study, purposefully divided into control and experimental groups of 30 students each. The control group utilised the pull mechanism of MALL, while the experimental group used the push mechanism. Research instruments included a MALL application, an English proficiency test, a questionnaire, and an interview. Quantitative data underwent t-tests, means, standard deviations, and percentages analysis, while qualitative data from interviews were content-analysed. Results showed the experimental group’s posttest mean significantly higher than the control group’s, indicating the push mechanism positively impacted English proficiency. Additionally, the study explored students’ satisfaction with MALL, revealing varied contentment levels with the platform’s effectiveness, accessibility, engagement, and user interface. While overall satisfaction was high, areas such as material relevance, customisation options, and technical support had room for improvement. These findings contributed to discussions on innovative language education approaches, emphasising technology’s potential to enhance language acquisition and create dynamic learning environments.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles submitted for this publication were reviewed by the academic reviewers. The editorial board and the Faculty of Humanities and Social Sciences, CMRU claim no responsibility for the content or opinions expressed by the authors of individual articles or columns in this journal. Reprinting of any articles in this journal must be permitted by the editorial board.
References
Ally, M. (2009). Mobile learning: Transforming the delivery of education and training. Canada: Athabasca University Press.
Burston, J. (2014). MALL: The pedagogical challenges. Computer Assisted Language Learning, 27(4), 344-357.
Chapelle, C. A., & Douglas, D. (2006). Assessing language through computer technology. Cambridge: Cambridge University Press.
Chinnery, G. M. (2006). Emerging technologies—going to the MALL: Mobile-assisted language learning. Language Learning & Technology, 10(1), 9-16.
Chu, H. C., Wang, C. C., & Wang, L. (2019). Impacts of concept map-based collaborative mobile gaming on English grammar learning performance and behaviors. Journal of Educational Technology & Society, 22(2), 86-100.
Clark, R. C., & Mayer, R. E. (2023). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. New Jersey: John Wiley & sons.
Doung-In, S. (2017). Flip your classroom: reach every student in every class every day. Walailak Journal of Learning Innovations, 3(2), 71-78.
Esai, A., & Mahbib, U. K. (2015). Cooperative learning as an alternative approach to language learning in 21st century: Research review. In Proceedings of the International Association for the Study of Cooperation in Education (IASCE) Conference (pp. 1-17).
Eubanks, J. F., Yeh, H. T., & Tseng, H. (2018). Learning Chinese through a twenty-first century writing workshop with the integration of mobile technology in a language immersion elementary school. Computer Assisted Language Learning, 31(4), 346-366.
Facer, K., Joiner, R., Stanton, D., Reid, J., Hull, R., & Kirk, D. (2014). Savannah: mobile gaming and learning?. In Handbook of research on new literacies (pp. 1003-1020). London: Routledge.
García Laborda, J. (2009). Review of tips for teaching with CALL: Practical approaches to computer-assisted language learning. Language Learning & Technology, 13(2), 15-21.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Hedges, L. V., & Olkin, I. (2014). Statistical methods for meta-analysis. Cambridge: Academic press.
Herrington, J., Herrington, A., Mantei, J., Olney, I., & Ferry, B. (2009). Using mobile technologies to develop new ways of teaching and learning. University of Wollongong Research Online. Retrieved from http://ro.uow.edu.au/edupapers/75
Jalili, S., Khalaji, H., & Ahmadi, H. (2020). Vocabulary learning in the mobile-assisted flipped classroom in an Iranian EFL context. Teaching English with Technology, 20(4), 82-95.
Jeong, K. O. (2022). Facilitating sustainable self-directed learning experience with the use of mobile-assisted language learning. Sustainability, 14(5), 2894.
Jia, C., & Hew, K. F. T. (2022). Supporting lower-level processes in EFL listening: The effect on learners’ listening proficiency of a dictation program supported by a mobile instant messaging app. Computer Assisted Language Learning, 35(1-2), 141-168.
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289.
Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21(2), 157-165.
Kukulska-Hulme, A. (2013). Re-skilling language learners for a mobile world. Monterey: The International Research Foundation for English Language Education (TIRF).
Kukulska-Hulme, A., & Traxler, J. (Eds.). (2005). Mobile learning: A handbook for educators and trainers. Milton Park: Psychology Press.
Lei, X., Fathi, J., Noorbakhsh, S., & Rahimi, M. (2022). The impact of mobile-assisted language learning on English as a foreign language learners’ vocabulary learning attitudes and self-regulatory capacity. Frontiers in psychology, 13, 872922.
Li, R. (2023). Effects of mobile-assisted language learning on EFL learners’ listening skill development. Educational Technology and Society, 26(2), 36-49.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, D.C: US Department of Education.
Nuraeni, C., Carolina, I., Supriyatna, A., Widiati, W., & Bahri, S. (2020, November). Mobile-Assisted Language Learning (MALL): Students’ perception and problems towards mobile learning in English language. Journal of Physics: Conference Series, 1641(1), 012027.
Puebla, C., Fievet, T., Tsopanidi, M., & Clahsen, H. (2022). Mobile-assisted language learning in older adults: Chances and challenges. ReCALL, 34(2), 169-184.
Soleymani, S., Aliabadi, K., Zaraii Zavaraki, I., & Delavar, A. (2021). The effect of flipped learning pattern (FLP) in terms of problem-based teaching approach (PBTA) on applicants’ self-directed learning (SDL) towards the English courses. Journal of Foreign Language Teaching and Translation Studies, 6(2), 87-116.
Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of platform. Language Learning & Technology, 14(2), 95-110.
Stockwell, G. (2013). Tracking learner usage of mobile phones for language learning outside of the classroom. Calico Journal, 30, 118-136.
Stockwell, G., & Hubbard, P. (2013). Some emerging principles for mobile-assisted language learning. Retrieved from
http://www.tirfonline.org/english-in-the-workforce/mobile-assisted-language-learning
Sun, Z., Lin, C. H., You, J., Shen, H. J., Qi, S., & Luo, L. (2017). Improving the English-speaking skills of young learners through mobile social networking. Computer assisted language learning, 30(3-4), 304-324.
Viberg, O., & Grönlund, Å. (2012). Mobile assisted language learning: A literature review. In 11th world conference on mobile and contextual learning (pp.1-8). Retrieved from https://www. researchgate.net/publication/277832223_Mobile_Assisted_Language_Learning_A_Literature_Review
Viberg, O., Wasson, B., & Kukulska-Hulme, A. (2020). Mobile-assisted language learning through learning analytics for self-regulated learning (MALLAS): A conceptual framework. Australasian Journal of Educational Technology, 36(6), 34-52.
Warschauer, M., & Meskill, C. (2013). Technology and second language teaching. In Handbook of undergraduate second language education (pp. 303-318). Routledge.
Wongsuriya, P. (2020). Improving the Thai Students' Ability in English Pronunciation through Mobile Application. Educational Research and Reviews, 15(4), 175-185.
Wu, Q. (2015). Pulling mobile assisted language learning (MALL) into the mainstream: MALL in broad practice. PloS one, 10(5), e0128762.
Zare, J., & Derakhshan, A. (2022). Mobile assisted language learning concepts, contexts and challenges. Educational Review, 74(3), 750–751.