Mobile assisted language learning (mall) in learning english practices and attitudes of students at dak nong community college

MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY
-------------------------------

DUONG THI MINH HOI

MOBILE-ASSISTED LANGUAGE LEARNING
(MALL) IN LEARNING ENGLISH:
PRACTICES AND ATTITUDES OF STUDENTS AT
DAK NONG COMMUNITY COLLEGE
Major: English Language
Course code: 8220201
ơ

HO CHI MINH CITY, DECEMBER 2022


MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY
--------------------------------

MOBILE-ASSISTED LANGUAGE LEARNING
(MALL) IN LEARNING ENGLISH:
PRACTICES AND ATTITUDES OF STUDENTS AT
DAK NONG COMMUNITY COLLEGE
Submitted to the
Faculty of English Language
in partial fulfillment of the Master’s degree in English Language
(17.735 words)

Course code: 8220201

By
DUONG THI MINH HOI
Supervised by
LE VAN TUYEN, Ph.D.

HO CHI MINH CITY, DECEMBER 2022


The thesis entitled MOBILE-ASSISTED LANGUAGE LEARNING (MALL) IN
LEARNING ENGLISH: PRACTICES AND ATTITUDES OF STUDENTS AT
DAK NONG COMMUNITY COLLEGE was successfully defended and
approved on ...March 2nd 2023.... at Ho Chi Minh City University of Technology
(HUTECH).

Academic supervisor: ...........................................................................

Examination Committee
1. ................................................................Chair
2. ................................................................Reader 1
3. ................................................................Reader 2
4. .................................................................Member
5. .................................................................Secretary Member

On behalf of the Examination Committee
Chair


HCMC UNIVERSITY OF TECHNOLOGY
POSTGRADUATE INSTITUTE
-----------------------------------------HCM City, December 2022

MASTER’S THESIS REPORT

Student name: DUONG THI MINH HOI

Sex: Female

Date of birth: 20th July 1983

Place of birth: Nam Dinh

Major: English Language

Student code: 2041900035

I- Thesis title:
MOBILE-ASSISTED LANGUAGE LEARNING (MALL) IN LEARNING
ENGLISH: PRACTICES AND ATTITUDES OF STUDENTS AT DAK
NONG COMMUNITY COLLEGE

II- Objectives and contents:
The objectives of this study is to discover how students at Dak Nong Community
College (DNCC) are using MALL in learning English as well as to explore their
attitudes towards MALL in learning English.
This study was conducted at Dak Nong Community College in Gia Nghia city,
Dak Nong province. The participants were 105 second-year non-English majored
students who had finished the General English course in their curriculum. In
order to obtain the results, mixed-method (quantitative and qualitative) was
employed with two instruments: questionnaire and semi-structured interview.
III- Starting date: 7th June 2022
IV- Completing date: 31st December 2022

V- Academic supervisor: LE VAN TUYEN, Ph.D.


ACADEMIC SUPERVISOR

FACULTY DEAN

(full name, signature)

(full name, signature)


i

CERTIFICATE OF ORIGINALITY
I certify my authorship of the Master’s Thesis submitted today entitled:

MOBILE-ASSISTED LANGUAGE LEARNING (MALL) IN LEARNING
ENGLISH: PRACTICES AND ATTITUDES OF STUDENTS AT DAK
NONG COMMUNITY COLLEGE
In terms of the statement of requirements for Theses in Master’s programs
issued by the Higher Degree Committee of Faculty of English Language, Ho Chi
Minh City University of Technology.

Ho Chi Minh City, December 2022

DUONG THI MINH HOI


ii

RETENTION AND USE OF THE THESIS
I hereby state that I, DUONG THI MINH HOI, being a candidate for the
degree of Master of Arts (English Language) accept the requirements of the
University relating to the retention and use of Master’s Theses deposited in the
Library.
In terms of these conditions, I agree that the original of my Master’s Thesis
deposited in the Library should be accessible for purposes of study and research, in
accordance with the normal conditions established by the Librarian for the care,
loan, and reproduction for theses.

Ho Chi Minh City, December 2022

DUONG THI MINH HOI


iii

ACKNOWLEDGEMENTS
Firstly, I would like to express my deepest gratitude to my thesis supervisor,
Dr. Le Van Tuyen for his invaluable guidance, informative feedback, continuous
support, and never-ending patience throughout the preparation of my thesis. He has
been more than a supervisor for me from the beginning to the last day of the
preparation of my thesis. Without his support and guidance, this thesis would never
have been completed.
Secondly, my sincere thanks also go to Dr. Nguyen Thi Kieu Thu, the Dean of
English Language Faculty as well as Dr. Tran Quoc Thao, who also have helped me
not only in the completion of my study, but also in my learning process.
In addition, I also thank all students who are learning at DNCC for their
participations in my survey so it could help me gather the significant information

and complete my study.
Last but not least, I would like to express my sincere gratitude for the
continuous encouragement of my family members because of their supporting me
spiritually throughout my researching and writing process of this study.


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ABSTRACT
Applying Mobile-assisted language learning (MALL) to facilitate the English
learning process has become very popular among students all over the world in
general, and in Vietnam in particular. However, there have been few studies on the
application of MALL in learning English among vocational college students in
Vietnam. This study aimed to discover how vocational students are practicing
MALL to learn English as well as to explore their attitudes towards MALL in
learning English. The study was conducted at Dak Nong Community College
(DNCC), Dak Nong province, Vietnam. The participants of the study were 105
second-year non-English majored students from Engineering-Technology and
Agriculture-Forestry faculties, who completed at least one English course (General
English) in their curriculum.
Both quantitative and qualitative data were collected through the employment
of questionnaire surveys and semi-structured interviews. For data analysis,
descriptive statistics and content analysis were employed. The findings of the study
revealed that almost all of the students applied MALL to learn English and had
positive attitudes towards MALL, because they found the mobile devices useful for
them to learn English. (177 words)

Keywords: attitudes, learning English, MALL, mobile devices, practice

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TABLE OF CONTENTS
CERTIFICATE OF ORIGINALITY...................................................................... i
RETENTION AND USE OF THE THESIS .......................................................... ii
ACKNOWLEDGEMENTS .................................................................................... iii
ABSTRACT ............................................................................................................. iv
TABLE OF CONTENTS ..........................................................................................v
LIST OF TABLES ................................................................................................ viii
LIST OF FIGURES ................................................................................................ ix
LIST OF ABBREVIATIONS AND SYMBOLS ....................................................x
CHAPTER 1 INTRODUCTION .............................................................................1
1.1.

Background to the study ................................................................................1

1.2.

Problem statement .........................................................................................2

1.3.

Aims and objectives of the study...................................................................4

1.4.

Research questions ........................................................................................4

1.5.

Scope of the study..........................................................................................4

1.6.

Significance of the study ...............................................................................5

1.7.

Definition of key terms ..................................................................................5

1.8.

Organization of the thesis ..............................................................................6

CHAPTER 2 LITERATURE REVIEW .................................................................8
2.1.

Introduction ...................................................................................................8

2.2.

Technology in education ...............................................................................8

2.3.

Mobile technology in education ....................................................................9

2.4.

Mobile-assisted language learning (MALL) .................................................9

2.4.1. Definition ...................................................................................................9
2.4.2. Characteristics of MALL .........................................................................10
2.4.3. Advantages and disadvantages of MALL ................................................10
2.4.4. MALL in learning English .......................................................................12
2.4.4.1.

MALL in learning English listening skills.....................................12

2.4.4.2.

MALL in learning English speaking skills ....................................12


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2.4.4.3.

MALL in learning English reading skills ......................................13

2.4.4.4.

MALL in learning English writing skills .......................................13

2.4.4.5.

MALL in learning English vocabulary, grammar and pronunciation
........................................................................................................14

2.5.

EFL learners’ attitudes towards MALL ......................................................15

2.5.1. Definition and Aspects of Attitudes .........................................................15
2.5.2. EFL learners’ attitudes towards MALL ...................................................16
2.6.

Previous studies ...........................................................................................16

2.6.1. In the international context.......................................................................16
2.6.2. In the university context of Vietnam ........................................................18
2.7.

Conceptual framework of the study ............................................................20

2.8.

Summary ......................................................................................................21

CHAPTER 3 METHODOLOGY ..........................................................................23
3.1.

Introduction .................................................................................................23

3.2.

Research design ...........................................................................................23

3.3.

Research site ................................................................................................24

3.4.

Sample and sampling procedures ................................................................24

3.5.

Research Instruments ...................................................................................26

3.5.1. Questionnaire ...........................................................................................26
3.5.2. Semi-structured interviews.......................................................................28
3.6.

Data collection procedures ..........................................................................29

3.7.

Data analysis procedures .............................................................................30

3.8.

Reliability and Validity ...............................................................................31

3.9.

Ethical issues ...............................................................................................32

3.10. Summary ......................................................................................................32
CHAPTER 4 RESULTS AND DISCUSSION ......................................................34

4.1.

Introduction .................................................................................................34

4.2.

Results of the study......................................................................................34

4.2.1. The current practices of MALL in learning English ................................34


vii

4.2.2. Students’ attitude towards MALL in learning English ............................45

4.3.

4.2.2.1.

Cognitive aspect of attitude ...........................................................46

4.2.2.2.

Affective aspect of attitude ............................................................50

4.2.2.3.

Behavioral aspect of attitude ..........................................................52

Discussion ....................................................................................................54

4.3.1. Students’ practice of MALL in learning English .....................................55
4.3.2. Students’ attitude towards MALL in learning English ............................57
4.4.

Summary ......................................................................................................58

CHAPTER 5 CONCLUSION ................................................................................60
5.1.

Summary of the main findings of the thesis ................................................60

5.2.

Pedagogical implications .............................................................................61

5.2.1. Implications for English teachers .............................................................61
5.2.2. Implications for students at DNCC ..........................................................62
5.3.

Limitations ...................................................................................................62

5.4.

Recommendations for the further research..................................................62

LIST OF REFERENCES .......................................................................................64
APPENDIX B QUESTIONNAIRE (VIETNAMESE VERSION) .....................V
APPENDIX C INTERVIEW QUESTIONS (ENGLISH VERSION) .................X
APPENDIX D INTERVIEW QUESTIONS (VIETNAMESE VERSION) ...... XI

APPENDIX E THE INTERVIEW TRANSCRIPT .......................................... XII

Chapter 1

1972 words

Chapter 2

4338 words

Chapter 3

2984 words

Chapter 4

7416 words

Chapter 5

1025 words

Total

17735 words


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LIST OF TABLES

Table 3.1. Participants’ general information .............................................................26
Table 3.2. Adapted questionnaire items ....................................................................28
Table 3.3. Cronbach’s Alpha index of the 27 questionnaire items of Attitudes .......32
Table 4.1. Types of mobile devices used by the participants and duration of use....34
Table 4.2. Current usage of mobile devices to learn listening skill ..........................35
Table 4.3. Current usage of mobile devices to learn speaking skill .........................37
Table 4.4. Current usage of mobile devices to learn reading skill ............................39
Table 4.5. Current usage of mobile devices to learn writing skill ............................41
Table 4.6. Current usage of mobile devices to learn pronunciation, vocabulary,
grammar ....................................................................................................................43
Table 4.7. Descriptive Statistics of Cognitive Aspect ..............................................46
Table 4.8. Descriptive Statistics of Affective Aspect ...............................................50
Table 4.9. Descriptive Statistics of Behavioral Aspect .............................................52
Table 4.10. Descriptive Statistics of 3 aspects of Attitudes ......................................54


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LIST OF FIGURES
Figure 2.1. Conceptual Framework of the Study ......................................................21


x

LIST OF ABBREVIATIONS AND SYMBOLS

CALL: Computer-assisted language learning
DNCC: Dak Nong Community College
EFL: English as a Foreign Language
ESP: English for Specific Purposes

L2: Second Language
M-learning: Mobile learning
MALL: Mobile-assisted language learning
SPSS: Statistical Package for Social Science


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CHAPTER 1
INTRODUCTION
1.1. Background to the study
Nowadays, due to the quick growth as well as great advancement of science
and technology, mobiles devices have become increasingly popular, especially
among young people. Smartphones, tablets, and personal digital assistants are
common examples of mobile devices which are used in everyday life, in education
and in a wide range of working environments. They allow faster and more efficient
information processing and knowledge acquisition (Chong et al., 2011).
Mobile devices have prompted the usage of mobile learning in a great number
of pedagogical contexts and sparked learning activity innovations (Rogers & Price,
2009). According to Geddes (2004), mobile learning is the process of learning any
kind of knowledge or skill through using a mobile device at any time and place,
resulting in a change in behavior. The nature of learning has changed as a result of
mobile-assisted technologies by allowing built-in knowledge and abilities to be
transferred and applied across a variety of situations (Sharples et al., 2007).
According to Nguyen Ngoc Vu (2016), having a mobile device or a wireless
device allows learners to take a more active part in their learning materials and
select the activities that meet the needs of learners. The advantage of employing
mobile technologies in learning a language is shown in the way it quickly draws
new users, potentially opening up new learning settings (Pachler, Bachmair &
Cook, 2010). As a result, in terms of improving language teaching and learning, it

would be vital that mobile assisted language learning (MALL) be widely
investigated.
Kukulska-Hulme and Shield (2008) characterized MALL as formal or
informal language learning supported by handheld devices. MALL varies from
computer-assisted language learning in the way that it emphasizes consistency or
spontaneity of access and learning in many settings of use. MALL is related with
technology employment in the field of language acquisition, particularly mobile


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phone technology.
English is the most widely spoken language in the world, with 67 countries
recognizing it as their official language and 27 others recognizing it as their
secondary official language (Ilyosovna; 2020). Every English learner who wants to
master this language tends to find out the best ways to support their learning
process. As a result, it is vital to provide a comfortable learning environment for
students to learn English.
Currently, Vietnam has over 20 million students and 2 million teachers at all
levels, and the popularity of the Internet and widespread usage of mobile devices
demonstrate the importance of focusing on mobile learning and MALL. In recent
years, the mobile learning tendency has made huge strides with the exponential
growth of smartphones and tablets. Because these devices are so readily available,
there is a need to use them for educational purpose. MALL is making its way into
Vietnamese language classrooms, despite its infancy.
Particularly since COVID-19 pandemic, students have become more familiar
with the use of MALL in learning, especially learning English. In order to help
them take advantages of MALL to facilitate their English learning process, it is
necessary to explore their current practices and attitudes towards MALL.
1.2. Problem statement

The integration of MALL offers a wide range of educational opportunities and
mobile phone applications for EFL learning skills. Mobile phones are useful as a
tool for language learning because they enable portable, user-friendly, easily
accessible, and reasonably priced instructional activities for teachers and students
(Kukulska-Hulme, 2009; Stockwell, 2010).
Recently, a lot of studies on the integration of MALL in learning English have
been conducted all over the world. The majority of them have primarily
concentrated on the effects of MALL on learners' vocabulary and language
acquisition in general (Lu, 2008; Wang & Shih, 2015; Sufi & Shalmani, 2018;
Almadhady & Baharum, 2021). Furthermore, understanding and measuring


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learners' attitudes is also critical for strengthening the MALL implementation
process, since a positive attitude indicates a higher likelihood of learners accepting
this new trend.
In Vietnamese context, there have been several studies on the employment of
mobile devices and MALL in English learning, focusing on students and teachers’
attitudes, how MALL helps to promote learner autonomy, factors influencing the
plan to use mobile devices to learn English language; usage and acceptance of
mobile devices to develop listening skill… (Hoang Dang Tri, 2013; Nguyen Ngoc
Vu, 2016; Pham Thu Tra, 2020; Nguyen Van Thang & Nguyen Thi Thanh Ha,
2021; Vo Thi Xuan Anh et al., 2021; Vo Van Loc et al., 2021).
However, few studies attempt to explore the practices of using mobile devices
to facilitate English language learning among vocational college students in
Vietnam, who have different learning outcomes as compared to students at
university level.
For most of students at DNCC, English is not an easy subject, because the
majority of students who join the vocational training programs have low results in

English, which are shown in the record book of previous classes. DNCC is a
vocational training college, and English is a compulsory minor subject.
In terms of equipment provided by the college, there is no specialized lab or
projector-equipped room for learning English. The teaching process mainly take
place in the normal classroom with board and chalk, with little support from
teacher’s laptop and speakers in listening activities. Therefore, it would be difficult
to employ computer-assisted language learning to support the English teaching and
learning process. Due to the fact that almost all DNCC students are using
smartphones, the application of MALL is considered to be the most appropriate way
to facilitate the students’ learning English, besides the traditional method.
Therefore, the researcher decided to carry out this research to explore the current
practices of using MALL among the students, as well as their attitude towards the
integration of MALL, so that proper strategies and measures can be raised to help


4

students improve their English learning outcomes.
1.3. Aims and objectives of the study
Based on the above problems, this study is designed with the aim of
investigating and providing more insight into DNCC students' attitudes toward
MALL and how they apply MALL in their English learning. The detailed objectives
of the study are as follows:
 to discover the students’ practices of MALL to learn English at Dak Nong
Community College.
 to explore students’ attitudes towards MALL in English language learning
at Dak Nong Community College.
1.4. Research questions
This study tries to answer the following questions:
1) What are the students’ practices of MALL to learn English at Dak

Nong Community College?
2) What are the students' attitudes towards MALL in learning English at
Dak Nong Community College?
1.5. Scope of the study
The aim of the current study is to look into the practice of MALL in EFL
learning. Although there are a variety of aspects needed to be investigated, this
research is narrowed down to focus on the students’ practices of using smartphones
to learn English and their attitudes towards the employment of MALL in English
learning.
Regarding the research site, the study was conducted at Dak Nong Community
College (DNCC) for convenience reasons. The researcher also limited the
participants to second-year non-English majored students because they had
completed the General English course and experienced the employment of MALL
in learning English since last school year. The participants came from 5 classes of
the two major groups: Engineering-Technology and Agriculture-Forestry. The study
employed two instruments, i.e., a survey and semi-structured interview to measure


5

the students’ perceptions of the employment of mobile devices in learning English
as well as their attitudes towards the employment of MALL in English learning.
1.6. Significance of the study
This study aims to obtain a better understanding of DNCC students' attitudes
toward MALL and how they are applying MALL in learning English. Therefore, it
is expected to be significant at both practical and theoretical levels.
At a theoretical level, this study adds to the literature about mobile learning in
general, as well as MALL in particular. Furthermore, the study’s findings also
contribute to the understanding of vocational college students’ attitudes towards
MALL. Therefore, the results of the study may be considered as a reference for

educators and teachers who want to conduct other researches relating to MALL in
other contexts.
Practically, the results help to identify the current activities of MALL that
DNCC students are performing and their attitudes towards this trend. The students
also have an opportunity to self-assess their own practices with MALL in learning
English and found out the best ways to improve their English competency with the
support of MALL. Besides, positive attitudes towards MALL will be a good factor
that encourages students in learning English. Therefore, it is hoped that this study’s
outcome will improve the process of teaching and learning English at DNCC.
1.7. Definition of key terms
Attitude
The concept of "attitude" can be seen as a three-part system: cognitive
component (students' judgments of the usefulness or the ease of use of mobile
devices), affective component (trust or distrust, like or dislike) and behavioral
component (plan, action, or behavior that shows a tendency in the future).
Learning English
Learning English refers to the process of learning four English skills
(listening, speaking, reading, and writing) and acquiring English knowledge
(vocabulary, pronunciation, and grammar).


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Mobile-assisted language learning (MALL)
MALL is an approach in EFL learning, which is associated with the
employment of mobile technologies in language teaching and learning process.
Mobile devices
A portable computer-assisted device that: (i) has a small form that can easily
be carried by one person; (ii) is designed to function without a physical connection.
Smartphones, tablets, media players… are some examples.

Mobile-learning (M-learning)
Mobile-learning refers to the process of learning any knowledge and skill with
the assistance of mobile technologies.
Non-English majored students:
Non-English majored students are the students whose major is not English
language. In the current study, non-English majored students are the second-year
students who major in Information Technology, Industrial Electrical Engineering,
Plant protection and Veterinary Medicine and they learn English as a compulsory
subject in their vocational training curriculum.
Practice
Practice refers to the actual usage of mobile devices in learning English. The
usage includes the activities and frequency of using mobile devices to learn 4
English skills (listening, speaking, reading and writing), as well as learning
pronunciation, vocabulary, and grammar.
1.8. Organization of the thesis
This thesis consists of five chapters as follows:
Chapter 1: Introduction – This chapter provides an introduction to the study
with the background information related to the study, the statement of the problem,
the aims, and objectives, the research questions, the scope of the study, the
significance of the study, the definitions of the key terms as well as the organization
of the thesis.
Chapter 2: Literature review – This chapter presents the theoretical


7

background of some previous studies related to the topic of the thesis. It is
composed of 2 main sections: theoretical foundation of MALL and previous studies
relating to MALL. A lot of studies of Vietnamese and foreign researchers are
recommended, summarized as well as discussed in brief. Lastly, the researcher also

inserts the conceptual framework of the current study in this chapter.
Chapter 3: Research Methodology – This chapter considers the
methodology of the research including the research design, the research site, the
sample and sampling procedures, the research instruments, the data collection
procedures, the data analysis procedures as well as the reliability and validity.
Chapter 4: Results and Discussions – This chapter describes the findings
and discussions of the study’s findings by analyzing the data collected from
questionnaires and semi-structured interviews. The findings are presented according
to the order of the research questions. Moreover, the discussion of the data is also
compared and contrasted with the data in previous studies.
Chapter 5: Conclusions – This chapter summarizes and concludes the study
with the main findings, as well as an explanation about unavoidable limitations of
the thesis. It also recommends some theoretical and pedagogical implications and
suggestions for further studies.


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CHAPTER 2
LITERATURE REVIEW
2.1. Introduction
In this chapter, the researcher considers some reviews of the related literature
as well as gives some main evidence that is related to the research topic. It deals
with mobile technology in education, mobile-assisted language learning (MALL),
EFL learners’ attitudes towards MALL, and previous studies on the application of
MALL and students’ attitude in learning English. The last section of this chapter is
the conceptual framework of the study.
2.2. Technology in education
The twenty-first century is frequently referred to as a period of technology.
Technology now plays a crucial role in our lives. It is considered as a basis for

economic growth. An economy that is technologically deficient will never grow in
today's globe. This is because technology has made our jobs much easier and faster.
The use of technology has an effect on almost every industry, including education.
Latest researches on how today students utilize technology and how
technology impacts on their learning show that students’ learning and interactivity
has been enhanced when using modern equipment, technology, and tools
(Nagasubramani, 2018). Technology is found to be interactive and full of intriguing
characteristics when it is used to assist learning. Transfer of knowledge becomes
extremely easy, convenient, and productive. This means that, when supported by
modern technology, our minds are able to operate more quickly in many aspects of
life, particular in education.
Wang (2005) claims that the best approach to learn a language is in an
engaging, real-world setting. Technology and the internet are effective resources for
supporting these language education methods. First, the benefits of adopting
modern technologies in language classrooms might be viewed in light of shifting
language education goals and postindustrial society situations (Warschauer &
Meskill, 2000). At the turn of the century, new technology is regarded as an integral


9

component of society. So, we used to teach foreign language students to write
essays and read newspapers, but now we have to instruct them how to send e-mail
and conduct online research. As a result, it is unavoidable to incorporate
technologies into language classes.
Second, integrating technologies into foreign language instruction exemplifies
the transition in pedagogical approach from behavioral perspective to constructivist
learning. Language is considered as a living entity, the most efficient approach to
acquire it is to immerse yourself in it. Computers and the Internet are useful
instruments for supporting these methods of language instruction.

2.3. Mobile technology in education
Mobile devices are becoming increasingly important. The rapid growth of
mobile technologies is evident not only in the technical field but also in the
educational field. Aside from e-learning, the concept of m-learning is being
introduced, which stresses the use of mobile technological means in the educational
process.
According to Fojtika (2014), the concept of mobile learning originates from
the possibilities brought up by portable, small devices that may fit the palm of one's
hand or in a pocket. Mobile learning is a new and quickly growing field of
educational study and practice in schools, colleges and universities, and the
workplace. Mobile devices are currently the most popular means of communication
and textbook reading. Mobile devices (tablets, smartphones) are becoming more
powerful, allowing you to use multimedia resources (audio, video, 3D models etc.).
Tablets can be used for more than just viewing educational materials. Students can
use their tablets to create diagrams, take notes, complete homework, and view video
lectures, among other things.
2.4. Mobile-assisted language learning (MALL)
2.4.1. Definition
Chinnery (2006) claims that the growing usage of mobile learning in the field
of language pedagogy has led to the concept of MALL, or how the mobility and/or


10

the portability of mobile devices can support language learning process. Begum
(2011) defines MALL as a method to language acquisition which is strengthened by
the employment of mobile devices, including mobile phones, PDAs, media players,
and palmtop computers. Furthermore, according to Baleghizadeh and Oladrostam
(2010), MALL belongs to technology-supported learning that can be applied in a
variety of ways, such as face-to-face, distant, and online. Moreover, KukulskaHulme and Shield (2008) define MALL as formal or informal learning supported by

portable technologies that are theoretically usable to be used every time and
everywhere.
Mobile phones and tablets that have Internet access are included in the
category of mobile devices, as well as other devices like electronic dictionaries,
MP3 players, and game consoles that don't have Internet access.
2.4.2. Characteristics of MALL
Song (2008) believes that the favourable characteristics of mobile-devicefacilitated language learning include immediate delivery and reception of target
information, flexibility in time and place, and motivation enhancement in learning,
which may lead to pleasant language learning experiences.
In the viewpoint of Miangah and Nezarat (2012), the ability for learning to be
individualized, natural, casual informal, and pervasive are the main characteristics
of mobile learning (m-learning). Although studying on a mobile phone takes longer
than learning on a computer, learners have greater degree of freedom regarding time
and place, enabling them to use free time to take up a second language whenever
and wherever they like. MALL is a method of language learning that involves the
use of mobile devices. Learners in MALL do not need to attend a class or at a
computer to access educational materials, unlike in traditional classroom learning.
In actuality, MALL is a fantastic technique to learn a language despite time and
location restrictions.
2.4.3. Advantages and disadvantages of MALL
Recently, MALL has received a lot of interest in foreign language learning