Journal of new advances in English Language Teaching and Applied Linguistics

Journal of new advances in English Language Teaching and Applied Linguistics

Mobile-Assisted Language Learning (MALL) and its Effectiveness in Enhancing Vocabulary Acquisition

Document Type : Original Article

Authors
Reza Khany
Pooria Barzan
Mehran Sayyadi
Department of English Language and Literature, Ilam University, Ilam, Iran.
10.22034/jeltal.2025.8.1.5
Abstract
This study investigates the effectiveness of Mobile-Assisted Language Learning (MALL) in enhancing vocabulary acquisition among second language learners. Employing a mixed-methods approach, the research combined quantitative assessments of vocabulary gains with qualitative insights into learner experiences. A sample of 60 intermediate-level learners was divided into an experimental group, which utilized MALL applications (e.g., Duolingo, Quizlet) for eight weeks, and a control group, which engaged in traditional classroom-based instruction. Quantitative data from pre- and post-tests revealed a statistically significant improvement in vocabulary retention within the MALL group, with a moderate effect size (Cohen’s d = 0.45), outperforming the control group. Qualitative analysis of surveys and interviews highlighted key advantages of MALL, including personalized pacing, interactive exercises, instant feedback, and heightened learner motivation. However, challenges such as digital distractions, uneven internet access, and occasional technical barriers were also reported. The findings suggest that MALL serves as a valuable complement to conventional methods, particularly by fostering engagement and autonomy. This study advocates for a blended pedagogical approach that integrates mobile technologies while addressing infrastructural and instructional limitations. Implications for educators, app developers, and policymakers are discussed, alongside recommendations for future research on long-term retention and MALL’s efficacy across diverse learner demographics.
Keywords
Mobile-assisted language learning (MALL)
vocabulary acquisition
language learning
learner autonomy
References
Agbo, I. (2023). A review on the significance of implementing blended learning in tertiary institutions in Ebonyi State-Nigeria. Computer Engineering and Intelligent Systems. https://doi.org/10.7176/ceis/14-1-01 
Ahmad, K. S., Armarego, J., & Sudweeks, F. (2017). The impact of utilising mobile assisted language learning (MALL) on vocabulary acquisition among migrant women English learners. Informing Science and IT Education Conference, 923. https://doi.org/10.28945/3774
Ali, S., Farhana, D., Sarah, A., Farhana, A., Deris, F., & As, S. (2019). Vocabulary learning through Duolingo mobile application: Teacher acceptance, preferred application features and problems. International Journal of Recent Technology and Engineering, 8(2S9), 79-85. https://doi.org/10.35940/ijrte.b1017.0982s919
Al-Sabbagh, A. A. (2023). Impact of different multimedia modalities on vocabulary acquisition among Second-Language English Learners: an Empirical investigation. العلوم التربویة, 31(4), 1–27. https://doi.org/10.21608/ssj.2023.323795
Am, W., Sutarno, S., & Kurniati, L. (2022). Blended Project Based Learning (BPBL) In Prose Lecture Amid Pandemic and Post Pandemic Covid-19. https://doi.org/10.4108/eai.14-12-2021.2318319
Amīn, A., Sudana, I., Setyosari, P., & Djatmika, E. (2021). The effectiveness of mobile blended problem based learning on mathematical problem solving. International Journal of Interactive Mobile Technologies, 15(01), 119. https://doi.org/10.3991/ijim.v15i01.17437
Chaoping, N. H., Cheong, L. K., & Yueying, N. Y. (2024). THE INFLUENCE OF TEACHERS’ DIGITAL LITERACY ON STUDENTS’ BLENDED LEARNING. International Journal of Social Science and Business Management, 2(01), 175–191. https://doi.org/10.59021/ijssbm.v2i01.95
Chen, C., Liu, H., & Huang, H. (2019). Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: a case study of Taiwanese EFL learners. Recall, 31(2), 170-188. https://doi.org/10.1017/s0958344018000228
Fahmy, H. M. A., & Ghoneim, S. A. (2011b). PodBoard: Podcastmg braced blended learning environment. 2011 19thTelecommunications Forum (TELFOR) Proceedings of Papers, Belgrade, Serbia, 1191–1194. https://doi.org/10.1109/telfor.2011.6143763
Fernando, W. (2022). Effectiveness of Mobile Assisted Vocabulary Learning applications (MAVL) as a self-learning tool for ESL learners in Sri Lanka. Sri Lanka Journal of Social Sciences and Humanities, 2(2), 69-77. https://doi.org/10.4038/sljssh.v2i2.74
Fu, J. (2021). Messages behind mobile-assisted language learning. European Journal of English Language Teaching, 6(5). https://doi.org/10.46827/ejel.v6i5.3884
Hao, T., Wang, Z., & Ardasheva, Y. (2021). Technology-assisted vocabulary learning for EFL learners: A meta-analysis. Journal of Research on Educational Effectiveness, 14(3), 645–667. https://doi.org/10.1080/19345747.2021.1917028​SCIRP+1ERIC+1
Hashemifardnia,A. , Namaziandost,E. , Alekasir,S. and Mahdizadeh Khodayari,S. (2020). Effectiveness of Using Visual Vocabulary Application on Iranian EFL Learners’ Vocabulary Knowledge. Journal of new advances in English Language Teaching and Applied Linguistics, 2(2), 355-373.
Helwa, H. (2017). Using mobile assisted language learning (mall) approach for developing prospective teachers' EFL listening comprehension skills and vocabulary learning. Journal of Research in Curriculum Instruction and Educational Technology, 3(4), 133-176. https://doi.org/10.21608/jrciet.2017.24440
Javady, A. (2022). Iranian EFL Teachers’ Attitudes towards Using Multimodal Instruction of Vocabulary. Journal of new advances in English Language Teaching and Applied Linguistics, 4(2), 890-908. https://doi.org/10.22034/jeltal.2022.4.2.1
Jeong, K. (2022). Facilitating sustainable self-directed learning experience with the use of mobile-assisted language learning. Sustainability, 14(5), 2894. https://doi.org/10.3390/su14052894
Ji, P., & Aziz, A. (2021). A systematic review of vocabulary learning with mobile-assisted learning platforms. International Journal of Academic Research in Business and Social Sciences, 11(11). https://doi.org/10.6007/ijarbss/v11-i11/11383
Koowuttayakorn, S. & Taylor, P. (2022). Usability and motivation study of mobile application for English language proficiency test preparation in Thailand: A case study of TU-GET CBT. LEARN Journal: Language Education and Acquisition Research Network, 15(2), 625-648.
Kukulska‐Hulme, A., & Bull, S. (2009). Theory-based support for mobile language learning: noticing and recording. International Journal of Interactive Mobile Technologies, 3(2), 12. https://doi.org/10.3991/ijim.v3i2.740
Lai, K., Khaddage, F., & Knezek, G. (2013). Blending student technology experiences in formal and informal learning. Journal of Computer Assisted Learning, 29(5), 414-425. https://doi.org/10.1111/jcal.12030
Ledy, N., Sujarwati, I., & Syafryadin, S. (2023). Elementary school students' perceptions of learning vocabularies using short stories. English Franca Academic Journal of English Language and Education, 7(1), 163. https://doi.org/10.29240/ef.v7i1.5890
Lin, J.-J., & Lin, H.-F. (2019). Mobile-assisted ESL/EFL vocabulary learning: A systematic review and meta-analysis. Computer Assisted Language Learning, 32(8), 878–919. https://doi.org/10.1080/09588221.2018.1541359​Ingenta Connect+5SCIRP+5ERIC+5
Liu, J., & Long, X. (2017). Research on Competition Training Based on Blended Learning. Proceedings of the International Conference on Education Innovation and Social Science (ICEISS 2017). https://doi.org/10.2991/iceiss-17.2017.5
Maulina, M., Andriyani, A., Amin, S., Nasrullah, R., Asdar, A., & Hamsiah, A. (2022). Students’ perception in learning English through blended learning. Journal of Education and Teaching, 3(1), 50-68. https://doi.org/10.51454/jet.v3i1.138
Metruk, R. (2020). Confronting the challenges of mall: distraction, cheating, and teacher readiness. International Journal of Emerging Technologies in Learning, 15(02), 4. https://doi.org/10.3991/ijet.v15i02.11325
Mijan, N., & Hashim, H. (2023). The usage of Mall for vocabulary acquisition: a systematic review (2019–2023). International Journal of Academic Research in Business and Social Sciences, 13(12). https://doi.org/10.6007/ijarbss/v13-i12/19725
Moodley, P., Singh, R., & Cloete, J. (2015). Exploring student perceptions of using the learning management system and social media for blended learning at a rural university. Progressio South African Journal for Open and Distance Learning Practice, 37(1), 68-82. https://doi.org/10.25159/0256-8853/573
Mujiono, M. (2023). Mobile-assisted language learning intervention and its effect on English language proficiency of EFL learners: a meta-analysis. Theory and Practice in Language Studies, 13(5), 1124-1135. https://doi.org/10.17507/tpls.1305.05
Muxtorjonovna, A. (2020). Significance of blended learning in education system. The American Journal of Social Science and Education Innovations, 2(8), 507-511. https://doi.org/10.37547/tajssei/volume02issue08-82
Nida, K. (2023). The influence of blended learning and visual, auditory, kinesthetic (vak) learning styles on students' speaking skills in class xi English language learning. Edcomtech Jurnal Kajian Teknologi Pendidikan, 8(2), 113. https://doi.org/10.17977/https://doi.org/10.17977/um039v8i22023p113
Nurhayati, E., &  Suryaman, M. (2024). The implementation of the Duolingo app in increasing students’ vocabulary mastery. Jurnal Pendidikan Bahasa Inggris Undiksha, 11(3), 258-263. https://doi.org/10.23887/jpbi.v11i3.47287
Obari, H., & Lambacher, S. (2014). Impact of a blended environment with m-learning on EFL skills. Proceedings of the 2014 EUROCALL Conference, Groningen, the Netherlands, 267–272. https://doi.org/10.14705/rpnet.2014.000229
Perez-Sanagustin, M., Hernandez-Leo, D., Santos, P., Kloos, C. D., & Blat, J. (2014). Augmenting reality and formality of Informal and Non-Formal settings to enhance Blended learning. IEEE Transactions on Learning Technologies, 7(2), 118–131. https://doi.org/10.1109/tlt.2014.2312719
Rahman, I., & Iwan, I. (2019). Blending Wattpad platform and English prose course in industrial revolution era 4.0. English Language in Focus, 2(1), 25. https://doi.org/10.24853/elif.2.1.25-32
Regina, D., & Devi, V. (2022). A review on computer assisted and mobile assisted language learning in vocabulary learning to develop retention of learners in a sustainable English language learning environment. Ecs Transactions, 107(1), 15859-15867. https://doi.org/10.1149/10701.15859ecst
Risnawati, N., Hidayat, M., Dewi, S., & Sharma, P. (2023). EFL students' perception on the use of a mobile learning application “English vocabulary” in vocabulary learning. English Education and Applied Linguistics Journal, 6(3), 173-184. https://doi.org/10.31980/eeal.v6i3.79
Sakkir, G., &  Syamsuddin, N. (2023). Students’ perceptions of Duolingo mobile assisted language learning (mall) in learning English vocabulary. Eduline Journal of Education and Learning Innovation, 3(3), 381-388. https://doi.org/10.35877/454ri.eduline1970
Seif,Y. and Najafi Sarem,S. (2024). The Effect of On-Screen Text through Imagery on Vocabulary Development and Retention. Journal of new advances in English Language Teaching and Applied Linguistics, 6(2), 127-148. https://doi.org/10.22034/jeltal.2024.6.2.6
Sun, X., Wan, J., Li, Z., Tu, R., Lin, J., Li, X., & Chen, J. (2024). Application and effectiveness of blended learning in medical imaging via the technology acceptance model. Research Square. https://doi.org/10.21203/rs.3.rs-4866975/v1
Teymouri, A. (2024). Digital flashcards in language learning: A mini-review. Frontiers in Education, 9, 1496578. https://doi.org/10.3389/feduc.2024.1496578
Vega, N., 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
Viberg, O., & Grönlund, Å. (2013). Systematising the field of mobile assisted language learning. International Journal of Mobile and Blended Learning, 5(4), 72-90. https://doi.org/10.4018/ijmbl.2013100105
Wang, X., & Gunaban, M. (2023). Effectiveness of mobile-assisted language learning in enhancing the English proficiency. Journal of Contemporary Educational Research, 7(11), 140-146. https://doi.org/10.26689/jcer.v7i11.5588
Wiyati, R., & Amelia, S. (2022). Students’ reflection toward learning vocabulary using Duolingo application. Journal of English Language Teaching Literature and Applied Linguistics, 4(1), 17-26. https://doi.org/10.37742/jela.v4i1.75
Xiao, J., & Jiang, Z. (2023). An m-learning model in the context of the blended synchronous learning environment. International Journal of Mobile and Blended Learning, 15(2), 1-16. https://doi.org/10.4018/ijmbl.318243
Yang, L. (2017). Research and practice on Task-Driven teaching based on blended learning. DEStech Transactions on Economics Business and Management, emem. https://doi.org/10.12783/dtem/emem2017/17091
Yu, Z., Xu, W., & Sukjairungwattana, P. (2022). Meta-analyses of differences in blended and traditional learning outcomes and students' attitudes. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.926947
Yue, Y. (2022). An evaluation of popular vocabulary learning mobile applications in China and their implications for language learning?. World Journal of Educational Research, 9(1), p47. https://doi.org/10.22158/wjer.v9n1p47
Zhang, Y., Cheng, J., & Wang, Y. (2018). The Design and Evaluation of Mobile App-Supported Basketball Teaching: A Blended Learning Approach. 2018 Seventh International Conference of Educational Innovation Through Technology (EITT), 162–165. https://doi.org/10.1109/eitt.2018.00039 
Zhou, Q., Hashim, H., & Sulaiman, N. (2023). A systemic review (2014–2023) on the mobile-assisted blended learning for English as a foreign language education with a focus on empirical studies. International Journal of Interactive Mobile Technologies, 17(24), 153-172. https://doi.org/10.3991/ijim.v17i24.42019
Journal of new advances in English Language Teaching and Applied Linguistics
Volume 8, Issue 1
June 2026
Pages 107-131

  • Receive Date 15 September 2025
  • Revise Date 16 October 2025
  • Accept Date 30 October 2025