Effectiveness of using mobile applications in learning English

Country/ Research
Article title Author Year Theory Sample size Region methods Key findings

Mobile Darsih, E., 2020 Mobile Assisted 6 university Indonesia questionnaires l All participants
assisted & Asikin, Language Learning students (68 and semi- use mobile
language N. A. (MALL), Learner females, 28 structured applications to
learning: EFL Autonomy, males interviews support their
learners’ Motivation English
perceptions learning.
toward the use l Commonly
of mobile used apps:
applications in Kamusku,
learning Google
English Translate, Elsa
Speak,
YouTube,
Zoom, Google
Meet.
l Positive
perceptions:
MALL is
useful,
improves
learning, and is
easy to use
l Challenges:
Some apps
have
limitations in
functionality or
require internet
access.
Effectiveness Ahmet 2016 • Mobile 50 first-year Turkey Sampling Positive Impact: The
of Mobile Başal, Assisted students from Method experimental group
Applications Selahattin Language an English (using mobile
in Vocabulary Yilmaz, Learning Language applications)
Teaching Asli (MALL): Teaching performed
Tanriverdi, The study Department significantly better in
Lutfiye Sari explores of a state the posttest compared
how mobile to the control group
 applications university in (using traditional
can support Turkey. activities).
language
learning.
• Cognitive
Load
Theory:
The study
examines
the
cognitive
processes
involved in
learning
new
vocabulary
through
mobile
applications.
The impact of Kacetl, J., 2019 Mobile Assisted Not specified Not Experimental • Enhanced
mobile & Klimova, Language Learning in the specified in Design Cognitive
learning on B. (MALL) provided the Capacity
cognitive Cognitive Load information provided • Increased
capacity and Theory information Motivation
motivation Motivation Theory • Positive
Impact on
Learning
Outcomes
Academic Honesty Declaration Form
I ___Lau Cheung,11541516___________ (Student Name, Student ID)
declare that this assessment is my own work without substantial
assistance from others, including automated tools such as Chat GPT and
DALL.E 2, except where acknowledged appropriately (e.g., use of
reference).
Literature review
In the last couple of years, the landscape of English learning has transformed
significantly, going beyond the walls of the classroom. The proliferation of mobile
apps has provided learners with new means to enhance their English language skills
outside traditional educational settings. The purpose of this literature review is to
evaluate the effectiveness of mobile apps in English learning by examining three key
areas: determinants of their use, impact on learner outcomes, and perceived
challenges for users.

Mobile applications have gained popularity in English learning, offering numerous

benefits to students. Studies have found that mobility, self-initiation, and utilitarian
value positively affect the continued usage of mobile English learning applications
(Park et al., 2011). Mekhzoumi et al. (2018) support this view, noting that
performance expectancy, effort expectancy, social influence, facilitating conditions,
and self-management significantly influence students' intentions to use these
applications. Overall, students express positive attitudes toward mobile apps for
studying English, citing flexibility, enjoyable experiences, and ease of use (Rinanda et
al., 2019). Mobile learning enhances cognitive capacity, motivation, autonomy, and
self-confidence, while also allowing for personalized learning and support for low-
achieving learners (Kacetl & Klimova, 2019).
Research demonstrates that mobile applications significantly enhance English
learning outcomes. Numerous studies affirm that these apps improve learners'
cognition, motivation, autonomy, and self-confidence (Shahryar Banan, 2020; Kacetl
& Klimova, 2019). They are particularly effective for vocabulary learning, providing
visual and auditory support that strengthens memory retention (Shehla Anwer Kurd et
al., 2023). For example, Darsih and Asikin (2020) conducted interviews with 96
university students in an English Education Study Program and found that 72%
agreed that Mobile-Assisted Language Learning (MALL) enabled them to complete
tasks more quickly, and 80% considered MALL useful for their learning.
Additionally, apps like Telegram Messenger positively impact the performance of
English for Specific Purposes (ESP) students, particularly in vocabulary and grammar
comprehension (Alkhezzi & Al-Dousari, 2016). Basal et al. (2016) conducted a
survey with 50 first-year students from an English Language Teaching Department at
a state university in Turkey, showing that the experimental group using mobile
applications performed significantly better on post-tests compared to the control
group using traditional activities. Overall, research primarily focuses on
demonstrating the effectiveness of mobile apps in English language learning.
Despite their potential, mobile apps for English language learning face several
challenges. Rinanda et al. (2020) identified technical issues and poor internet
connectivity as significant obstacles, while Elaish et al. (2017) raised concerns about
quality, usability, costs, security, and privacy. Furthermore, limited support from
language teachers can hinder the effective use of mobile apps, as some educators
either restrict mobile phone usage in class or provide inadequate guidance for
autonomous learning (Alhadhrami, 2016). To address these challenges,
recommendations have been proposed for users, developers, and researchers to
facilitate effective mobile English language learning (Elaish et al., 2017). Therefore,
overcoming technical issues, quality concerns, and the lack of instructor support is
essential for successful mobile learning implementation.

In conclusion, mobile applications have the potential to transform English language

learning through their flexibility, interactivity, and accessibility. However, to realize
this potential, challenges related to technical issues, quality, and educator support
must be addressed. Future research should focus on developing strategies to mitigate
these challenges, such as exploring effective teacher training programs, improving
app usability, and enhancing internet connectivity in educational settings. By
addressing these areas, mobile learning can emerge as a valuable tool for all English
learners.
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