Article Sidebar

Submitted
Dec 28, 2025
Published
Mar 13, 2026
Download
pdf
Statistic
Read Counter : 353 Download : 293

Main Article Content

Abstract

Digital learning has become a potential learning tool since the COVID-19 pandemic that has caused the use of new technologies including mobile assisted language learning (MALL). Meanwhile, the implementation of MALL in English language learning particularly ESP still has different challenges due to technical, instructional and financial barriers. Several previous research suggest exploring more teaching experiences related to the use of mobile assisted language learning for the next contribution. This research aimed to find out the students’ perception on the use of Mobile Assisted Language Learning at ESP class. It employed a descriptive qualitative method. It was conducted at ESP class in Islamic Religious Education (PAI) Study Program of Faculty of Tarbiyah at  IAI Riyadlotul Mujahidin Ponorogo with enclose 15 students as a sample of this research. This research used the purposive sampling technique to take the sample. The data were collected through questionnaire and interview. To collect the data, the study employed the questionnaire with 10 items given to 15 students. The responses from the interview were concluded to answer the research questions. As a result of the study, it is shown that most of the students agree of using mobile assisted language learning for learning English in ESP class. By using MALL as medium of learning ESP in the class, it can increase students’ English ability with appropriate English standard, motivate them to learn English, improve their confidence to speak and to write in English, help them to comprehend English textbook or article, and assist them to understand the international standardized text.

Keywords

Students Perception MALL ESP Classroom

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

How to Cite
Pamungkas, Z. B. (2026). Students’ Perception of Mobile Assisted Language Learning in ESP classroom at Higher Education. ELITE JOURNAL, 8(1), 1-10. Retrieved from https://elitejournal.org/index.php/ELITE/article/view/289

References

  1. Alamer, A., & Lee, J. (2021). A motivational process model explaining L2 learners’ self‐determination and engagement in language learning. System, 102, 102–609. https://doi.org/10.1016/j.system.2021.102609
  2. Anthony, L. (2018). Introducing English for Specific Purposes. Routledge.
  3. Basturkmen, H. (2019). Developing courses in English for Specific Purposes. Palgrave Macmillan.
  4. Benson, P., & Reinders, H. (2019). Beyond the language classroom: The theory and practice of informal language learning and teaching. Palgrave Macmillan.
  5. Bouziane, A., & El Messaoudi, A. (2022). Mobile learning for ESP students: Accessibility, usability, and engagement. International Journal of Emerging Technologies in Learning, 17(5), 110–124.
  6. Burston, J. (2020). Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 32(2), 220–243. https://doi.org/10.1017/S0958344020000051
  7. Çakmak, F., & Erçetin, G. (2018). Effects of gloss type and mode on L2 vocabulary learning and reading comprehension in mobile-assisted learning. ReCALL, 30(1), 24–47.
  8. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.
  9. Deci, E. L., & Ryan, R. M. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
  10. Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation (3rd ed.). Routledge.
  11. Hazaea, A. N., & Alzubi, A. A. (2020). Learner autonomy through mobile learning in ESP contexts. Education and Information Technologies, 25(5), 4565–4581.
  12. Hsu, L. (2023). Examining usability factors in mobile language learning applications. Computer Assisted Language Learning, 36(4), 323–342.
  13. Hwang, G. J., & Fu, Q. K. (2019). Trends in mobile language learning: A review of 2007–2016 publications in selected SSCI journals. Interactive Learning Environments, 27(4), 567–581.
  14. Kukulska-Hulme, A. (2020). Will mobile learning change language learning? ReCALL, 32(1), 1–15.
  15. Lai, C. (2020). Autonomous language learning with technology: Beyond the classroom. Bloomsbury Academic.
  16. Li, Z., & Lan, Y. J. (2021). The effects of mobile-assisted language learning on ESL/EFL learners’ enjoyment and engagement. Language Learning & Technology, 25(3), 19–35.
  17. Mahdi, H. S. (2018). Effectiveness of mobile devices on vocabulary learning: A meta-analysis. Journal of Educational Computing Research, 56(1), 134–154.
  18. Morrow, K. (2011). Communicative language teaching in practice. Oxford University Press.
  19. Stockwell, G., & Hubbard, P. (2021). Learner training in mobile-assisted language learning. Language Learning & Technology, 25(2), 1–25.
  20. Sung, Y. T., Chang, K. E., & Yang, J. M. (2015). How effective are mobile devices for language learning? A meta-analysis. Educational Research Review, 16, 68–84.
  21. Šumak, B., Heričko, M., Pušnik, M., & Šorgo, A. (2017). Factors affecting acceptance and use of Moodle: An empirical study based on TAM. Informatica, 41(4), 557–567.
  22. Viberg, O., & Grönlund, Å. (2017). Understanding students’ learning experiences in mobile learning: A review and synthesis. Computers & Education, 118, 124–136.
  23. Wong, L. H. (2017). A learner-centric view of mobile seamless learning. British Journal of Educational Technology, 48(2), 123–133.
  24. Wu, W. C. V., & Marek, M. (2018). Developing intercultural communicative competence through mobile-assisted language learning. Language Learning & Technology, 22(2), 63–82.