Exploring the Role of Mobile-Assisted Language Learning (MALL) in Language Learning at Undergraduate Level: Perceptions and Problems

Abstract

This study explores the role of Mobile-Assisted Language Learning (MALL) in English language learning at the undergraduate level by examining students’ perceptions, benefits, and challenges associated with mobile learning technologies. The study aims to investigate how university students use mobile devices for language learning, identify the problems faced by both students and teachers, and suggest ways to improve the effectiveness of MALL in higher education. A quantitative research design was employed, and data were collected through a questionnaire based on a Likert scale from undergraduate students. The findings reveal that most students frequently use mobile devices for language learning due to their flexibility, accessibility, and interactive nature. Applications such as Duolingo, YouTube, BBC Learning English, and Google Translate were found to be popular among learners. Students reported that MALL improved vocabulary, pronunciation, listening skills, and learner motivation. However, several challenges were also identified, including distractions from social media, lack of structured learning content, technical issues related to internet connectivity and storage, overdependence on applications, and insufficient teacher guidance. The study concludes that MALL can significantly enhance language learning when integrated with traditional classroom teaching rather than replacing it completely. It also emphasizes the need for teacher training, reliable technological infrastructure, and properly designed educational applications to maximize the benefits of mobile learning. The findings of this study may help educators, curriculum designers, and policymakers develop more effective and technology-supported language learning environments at the undergraduate level.