Exploring the Psychological Dimensions of Mobile-Assisted Language Learning (MALL) in English Language Education

Authors

DOI:

https://doi.org/10.47679/jopp.526582023

Keywords:

Mobile-Assisted Language Learning (MALL), Psychological Dimensions, English Language Education, Language learning outcomes

Abstract

This research investigates the psychological aspects influencing student engagement with Mobile-Assisted Language Learning (MALL) in English language education. The study contributes to a deeper understanding of the role that students' attitudes, personalities, expectations, and motivations play in shaping their learning experiences. The research employs a narrative inquiry approach coupled with semi-structured focus group interviews. A purposive sampling method based on individual factors such as gender, age, and culture was used to select participants from Universitas Borneo Tarakan. The qualitative analysis identified key themes and patterns from the students' narratives about their MALL experiences. The findings reveal that positive attitudes towards MALL, genuine interest in language learning, and high expectations significantly enhance student motivation and active participation in MALL activities. Furthermore, robust institutional support emerged as crucial for the successful implementation of MALL programs. These insights suggest that by understanding these psychological dimensions and ensuring adequate institutional support, educators can improve students' experiences with MALL. It has implications for fostering enhanced engagement and success in language learning.

Author Biographies

Nofvia De Vega, English Education Department, Postgraduate Program, Universitas Negeri Makassar

Nofvia De Vega, S.Pd., M.Pd
Department: English Education 
ORCID ID https://orcid.org/0000-0001-9191-5019
Scopus ID 57222573635
WoS ID AAK-7753-2021
Sinta ID 6001555
She is one of English Education Department lecturers at Universitas Borneo Tarakan and Ph.D student. Her research focuses on Teaching English and information and communication technology (ICT) in Education. Listening and learning media are her major skill and competency in teaching and learning process.

Muhammad Basri, Universitas Negeri Makassar (UNM)

Prof. Drs. Muhammad Basri, Ph.D
Department: English Education 
ORCID ID https://orcid.org/0000-0002-9366-7992
Scopus ID 57189348778
WoS ID AAB-8342-2021
Sinta ID 49964
He is a professor of English language education and the director of the English education Ph.D. program at Makassar State University. His work focuses on issues of bilingualism, biliteracy instruction, multicultural education, and the application of technology and the internet to english language teaching (ELT).

Sahril Nur, Universitas Negeri Makassar (UNM)

Prof. Dr. Sahril Nur, M.A
Department: English Education 
ORCID ID https://orcid.org/0000-0002-6544-7378
Scopus ID 57214247081
WoS ID AFM-0832-2022
Sinta ID 6028145
He is a senior lecturer at Universitas Negeri Makassar’s English Department. Since 1989, he has been working as an English teacher. His areas of expertise include the social and psychological facets of ELT, as well as academic writing, problembased learning, and subject-area instruction. Additionally, he has published his work in reputable national and international journals.

References

Ahmadi, D. M. R. (2018). The Use of Technology in English Language Learning: A Literature Review. International Journal of Research in English Education, 3(2), 115–125. https://doi.org/10.29252/ijree.3.2.115

Alkhudair, R. Y. (2020). Mobile assisted language learning in saudi efl classrooms: Effectiveness, perception, and attitude. Theory and Practice in Language Studies, 10(12), 1620–1627. https://doi.org/10.17507/tpls.1012.16

Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597.

Clandinin, D. J. (2023). Engaging in Narrative Inquiry. In Engaging in Narrative Inquiry. Rochester: University of Rochester Press. https://doi.org/10.4324/9781315429618

De Vega, N., & Rahayu. (2023). Enhancing English Learning: Self-Determination in Indonesia Digital Classrooms. Inspiring: English Education Journal, 6(2), 189–203. https://doi.org/https://doi.org/10.35905/inspiring.v6i2.6611

Fishbein, M., & Ajzen, I. (1975). Belief, Attitude, Intention, and Behavior: An Introduction to Theory and Research. In Journal of Business Venturing (Vol. 5, Issue 3).

Hoi, V. N. (2020). Understanding higher education learners’ acceptance and use of mobile devices for language learning: A Rasch-based path modeling approach. Computers & Education, 146, 103761. https://doi.org/10.1016/j.compedu.2019.103761

Hsu, C. F. (2017). Effects of Design Factors of Game-Based English Vocabulary Learning APP on Learning Performance, Sustained Attention, Emotional State, and Memory Retention. Proceedings - 2017 6th IIAI International Congress on Advanced Applied Informatics, IIAI-AAI 2017, 661–666. https://doi.org/10.1109/IIAI-AAI.2017.53

Jeon, J. (2022). Exploring a self-directed interactive app for informal EFL learning: a self-determination theory perspective. Education and Information Technologies, 27(4), 5767–5787. https://doi.org/10.1007/s10639-021-10839-y

Johns, G., & Saks, A. . (2011). Organizational behaviour : understanding and managing life at work (8th Editio). Pearson Education, Inc.

Krasulia, A., & Saks, K. (2020). Students’ perceptions towards mobile learning in an English as a foreign language class. Proceedings - IEEE 20th International Conference on Advanced Learning Technologies, ICALT 2020, 238–240. https://doi.org/10.1109/ICALT49669.2020.00078

Kukulska-Hulme, A., & Viberg, O. (2018). Mobile collaborative language learning: State of the art. British Journal of Educational Technology, 49(2), 207–218. https://doi.org/10.1111/bjet.12580

Lateef, A. R., & Alaba, S. O. (2013). Influence of gender and attitude of pre-service teachers towards on-line instruction in a selected University in South-western Nigeria. Asian Social Science, 9(4), 84–91. https://doi.org/10.5539/ass.v9n4p84

Lowenthal, P., Bauer, C., & Chen, K. Z. (2015). Student Perceptions of Online Learning: An Analysis of Online Course Evaluations. American Journal of Distance Education, 29(2), 85–97. https://doi.org/10.1080/08923647.2015.1023621

Mohammadi, E., & Masoumi, A. (2021). The relationship between learning vocabulary via mobile (Mobile-assisted language learning) and Iranian EFL learners’ social anxiety and loneliness. Jordan Journal of Modern Languages and Literatures, 13(4), 775–800. https://doi.org/10.47012/jjmll.13.4.10

Mohammadi, E., & Shirkamar, Z. S. (2018). Mobile-assisted language learning: Challenges and setbacks in developing countries. Cross-Cultural Perspectives on Technology-Enhanced Language Learning, June 2018, 172–186. https://doi.org/10.4018/978-1-5225-5463-9.ch010

Mortazavi, M., Nasution, M. K. M., Abdolahzadeh, F., Behroozi, M., & Davarpanah, A. (2021). Sustainable Learning Environment by Mobile-Assisted Language Learning Methods on the Improvement of Productive and Receptive Foreign Language Skills: A Comparative Study for Asian Universities. Sustainability, 13(11), 4. https://doi.org/10.3390/su13116328

Nugroho, A., & Mutiaraningrum, I. (2020). EFL teachers’ beliefs and practices about digital learning of English. EduLite: Journal of English Education, Literature and Culture, 5(2), 304. https://doi.org/10.30659/e.5.2.304-321

Onyema, E. M., Deborah, E. C., Alsayed, A. O., Naveed, Q. N., & Sanober, S. (2019). Online Discussion Forum as a Tool for Interactive Learning and Communication. International Journal of Recent Technology and Engineering (IJRTE), 8(4), 4852–4868. https://doi.org/10.35940/ijrte.D8062.118419

Osifo, A. (2019). Improving collaboration in blended learning environments through differentiated activities and mobile-assisted language learning tools. Proceedings of the 15th International Conference on Mobile Learning 2019, ML 2019, 3–10. https://doi.org/10.33965/ml2019_201903l001

Pettersson, L. E. (2018). Mobile-assisted learning and higher-education ESP: English for physiotherapy. Lingua Posnaniensis, 60(1), 81–94. https://doi.org/10.2478/linpo-2018-0006

Prasetyo, Y. T., Ong, A. K. S., Concepcion, G. K. F., Navata, F. M. B., Robles, R. A. V., Tomagos, I. J. T., Young, M. N., Diaz, J. F. T., Nadlifatin, R., & Redi, A. A. N. P. (2021). Determining Factors Affecting Acceptance of E-Learning Platforms during the COVID-19 Pandemic: Integrating Extended Technology Acceptance Model and DeLone & McLean IS Success Model. Sustainability, 13(15), 8365. https://doi.org/10.3390/su13158365

Ryan, R. M. (2023). The Oxford Handbook of Self-Determination Theory. Oxford University Press.

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101. https://doi.org/10.1016/j.cedpsych.2020.101860

Sarfo, J. O., Debrah, T., Gbordzoe, N. I., Afful, W. T., & Obeng, P. (2021). Qualitative Research Designs, Sample Size and Saturation: Is Enough Always Enough? Journal of Advocacy, Research and Education, 8(3), 60–65. https://doi.org/10.13187/jare.2021.3.60

Sutiah, S., Slamet, S., Shafqat, A., & Supriyono, S. (2020). Implementation of distance learning during the covid-19 pandemic in faculty of education and teacher training. Cypriot Journal of Educational Sciences, 15(5), 1204–1214. https://doi.org/10.18844/cjes.v15i5.5151

Tanrıkulu, F. (2021). The use of face-to-face and mobile assisted peer tutoring in solving the language problems of Syrian refugees. Mentoring and Tutoring: Partnership in Learning, 29(2), 215–237. https://doi.org/10.1080/13611267.2021.1912469

Tayan, B. M. (2017). Students and Teachers’ Perceptions into the Viability of Mobile Technology Implementation to Support Language Learning for First Year Business Students in a Middle Eastern University. International Journal of Education and Literacy Studies, 5(2), 74. https://doi.org/10.7575/aiac.ijels.v.5n.2p.74

Theng, Y. L. (2009). Mobile learning for tertiary students: an exploratory study of acceptance of use. Association for the Advancement of Computing in Education (AACE), 937–946.

Vega, N. De, Basri, M., & Nur, S. (2023). Integrating mobile-assisted learning for a dynamic blended approach in higher education. Indonesian Journal of Electrical Engineering and Computer Science, 32(2), 819. https://doi.org/10.11591/ijeecs.v32.i2.pp819-827

Vega, N. De, & Eppendi, J. (2021). Students’ perceptions of online learning in teacher training and education faculty. Journal of Physics: Conference Series, 1810(1), 012061. https://doi.org/10.1088/1742-6596/1810/1/012061

Venkatesh, V., & Davis, F. D. (2000). A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies. Management Science, 46(2), 186–204. https://doi.org/10.1287/mnsc.46.2.186.11926

Vygotsky, L. S. (1978). Mind in Society: Development of Higher Psychological Processes. Harvard University Press.

Yang, Z. (2020). A study on self-efficacy and its role in mobile-assisted language learning. Theory and Practice in Language Studies, 10(4), 439–444. https://doi.org/10.17507/tpls.1004.13

Zhang, D., & Pérez-Paredes, P. (2021). Chinese postgraduate EFL learners’ self-directed use of mobile English learning resources. Computer Assisted Language Learning, 34(8), 1128–1153. https://doi.org/10.1080/09588221.2019.1662455

Downloads

Additional Files

Published

2024-06-10

How to Cite

Vega, N. D., Basri, M., & Nur, S. (2024). Exploring the Psychological Dimensions of Mobile-Assisted Language Learning (MALL) in English Language Education. Journal of Psychological Perspective, 5(2), 97–106. https://doi.org/10.47679/jopp.526582023

Issue

Vol. 5 No. 2 (2023)

Section

Original Research Articles

Citation Check

License

Copyright Policy

Journal of Psychological Perspective (JOPP) is committed to promoting academic freedom and open access. To that end, we apply a copyright policy that empowers authors while ensuring the broad dissemination and responsible reuse of published work.

  • Authors retain the full copyright of their published manuscripts.
  • By publishing in JOPP, authors grant the journal the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
  • This license permits others to:
    • Share (copy and redistribute the material in any medium or format),
    • Adapt (remix, transform, and build upon the material for any purpose, even commercially),
    • As long as appropriate credit is given, a link to the license is provided, and derivative works are distributed under the same license.
  • Authors may:
    • Deposit and share the published version of their work in institutional repositories or personal websites.
    • Enter into separate, non-exclusive distribution agreements, provided that original publication in JOPP is properly cited.

Licensing and Copyright for Data Publication

To promote transparency, reproducibility, and ethical integrity in research, Journal of Psychological Perspective adopts the following policies regarding the publication of research data:

  • Copyright Ownership: Authors retain copyright over the datasets they submit or make available in connection with their articles.
  • Default License: All data associated with a published manuscript must be shared under the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0), unless otherwise agreed upon with the editor.
  • Permitted Use: This license allows others to use, modify, and distribute the dataset (including for commercial purposes), provided that attribution is given to the original authors and that derivative works are shared under the same terms.
  • Repository: Authors are strongly encouraged to deposit copies of their accepted manuscripts in institutional repositories or subject-specific archives. (e.g., OSF, Zenodo, Figshare) and include citations and links to the datasets in the article.
  • Ethical and Legal Responsibility: Authors must ensure:
    • The data shared do not breach confidentiality, privacy, or legal agreements.
    • Informed consent has been obtained where necessary.
    • Data have been properly anonymized where applicable.
  • Alternate Licenses: In exceptional cases, alternative data licenses (e.g., CC0, Open Data Commons) may be considered upon editorial approval. A written justification must be submitted and published alongside the article.
  • Corrections or Retractions: If issues related to published data arise (e.g., ethical breaches, significant errors), JOPP reserves the right to take corrective action in accordance with the COPE Retraction Guidelines. Please read our policy about retraction of articles

Similar Articles

<< < 1 2 3 4 5 6 7 8 > >> 

You may also start an advanced similarity search for this article.