Exploring students’ perceptions of mobile-assisted language learning (MALL) in English language learning
DOI:
https://doi.org/10.24036/jelt.v15i3.171Keywords:
Mobile-Assisted Language Learning (MALL), Students Perception, Vocational High School Students, English Language LearningAbstract
Mobile-Assisted Language Learning (MALL) allows learners to engage with English through mobile devices, applications, and online platforms beyond the classroom. This exploratory qualitative study examined how 31 Grade XI students in the Computer and Network Engineering program at SMK N 3 Padang perceived the benefits and challenges of using MALL for English learning. Data were collected through an 11-item open-ended questionnaire and analyzed using thematic analysis. Three themes emerged: MALL as an Enjoyable and Engaging Learning Environment; Perceived Support for Language Development; and Challenges of Mobile-Assisted Learning. Participants described music, podcasts, videos, translation tools, and learning applications as engaging ways to encounter English. They perceived these activities as supporting vocabulary, listening, reading, speaking, and writing, although the study did not measure language proficiency. Reported challenges included limited teacher guidance, digital distractions, unstable internet connections, and device or application limitations. Participants also described self-regulatory strategies, including setting study times, making schedules, and muting notifications. The findings suggest that students in this vocational cohort viewed MALL positively but recognized that its usefulness depends on teacher guidance, reliable resources, and learners’ ability to manage independent study. These findings support using mobile learning as a supplement to classroom instruction, with structured learning goals, accessible materials, and opportunities to request clarification and feedback.
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