Keywords
Mobile-Assisted Language Learning (MALL), EFL learners, speaking performance, learner autonomy, digital pedagogy.
Abstract
Mobile-assisted language learning (MALL) has taken a leading role within the framework of applied linguistics, in particular with regard to the alleged efficiency of the given instruction method in enhancing the speaking skills of English as a Foreign Language (EFL) learners. The popularity of mobile applications and smartphones has given learners an unprecedented opportunity for personalized, interactive, and authentic conversational interaction, thus supplementing traditional classroom experiences. This paper is an analysis of MALL application effectiveness in improving speaking skills and, in this case, the use of mobile technologies in promoting fluency and accuracy in pronunciation and communicative fluency. The research study analyzes how MALL enhances learner agency, enhances motivation, and minimizes speaking apprehension, as evidenced by the empirical research studies and literature at large. The study was based on a mixed-method research design of data collection by semi-structured interview, classroom observation, and questionnaires. The survey conducted with EFL learners involved the application of MALLs. The findings indicate that mobile applications positively influence learners' speaking fluency and confidence, even though they face potential obstacles such as computer distractions and disparities in access to technological devices. In this study, we will outline both the benefits and drawbacks of using MALL for teaching speaking skills to EFL students, thereby contributing to the existing and emerging body of applied linguistics research.
