MOBILE APPS: THE DUAL IMPACT ON EFL VOCABULARY MASTERY AND LEARNER AUTONOMY

Nurmayana Nurmayana; Linda Astuti Rangkuti; Nurhalimah Nurhalimah

doi:10.20527/jetall.v8i3.24639

MOBILE APPS: THE DUAL IMPACT ON EFL VOCABULARY MASTERY AND LEARNER AUTONOMY

Nurmayana Nurmayana, Linda Astuti Rangkuti, Nurhalimah Nurhalimah

Abstract

Learner autonomy is a critical yet underdeveloped skill among Indonesian EFL students, who often exhibit a high dependence on teachers, particularly in vocabulary acquisition. This study addresses this gap by investigating the extent to which self-directed learning via mobile applications enhances both vocabulary mastery and learner autonomy. A mixed-methods design was employed, involving 20 undergraduate English education students who engaged in a three-week self-regulated vocabulary program using Quizlet and Duolingo. Data were collected via pre- and post-tests, an autonomy questionnaire, and semi-structured interviews.

Quantitatively, the results demonstrated a significant improvement in vocabulary mastery (mean score rise from 56.3 to 72.5; $p < 0.01$). Notably, the strongest gains were observed in the contextual application of words, suggesting deeper processing facilitated by the mobile tools. The autonomy questionnaire further indicated substantial positive changes, with the overall mean score increasing from 3.1 to 3.9 on a five-point scale. The most pronounced growth was found in the sub-constructs of self-monitoring (3.0 to 4.0) and persistence (3.3 to 4.1). Supporting these numerical findings, interview data revealed that students highly valued the gamified motivation and the flexibility of learning, which fostered a sense of ownership. Challenges reported primarily related to internet instability and distractions.

The study concludes that the systematic integration of mobile applications effectively enhances vocabulary acquisition while simultaneously cultivating key aspects of learner autonomy. These findings underscore the imperative for EFL educators to utilize mobile technology as a core resource for developing independent, self-regulated language learners.

Keywords

learner autonomy, mobile-assisted vocabulary learning, self-directed learning, EFL

Full Text:

PDF

References

Alamri, H. R. (2023). Technological, pedagogical, and content knowledge: Exploring Saudi EFL teachers’ views to improve students’ vocabulary learning. Journal of Language Teaching Research, 22(2), 60–78.

Alqahtani, M. (2019). The use of mobile applications in EFL vocabulary learning: A systematic review. Arab World English Journal, 10(1), 209–226. doi:10.24093/awej/vol10no1.19

Benson, P. (2011). Teaching and researching autonomy (2nd ed.). Routledge.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. doi:10.1191/1478088706qp063oa

Burston, J. (2020). Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 32(1), 1–24. doi:10.1017/S0958344019000145

Chen, X., Zou, D., & Xie, H. (2021). Fifty years of mobile-assisted language learning: A bibliometric analysis. ReCALL, 33(1), 1–20. doi:10.1017/S095834402000028X

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage.

Gao, F., & Zhang, Y. (2020). Examining learner autonomy through mobile learning: Evidence from Chinese university students. International Journal of Mobile Learning and Organisation, 14(2), 145–162.

Holec, H. (1981). Autonomy and foreign language learning. Pergamon.

Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271–289. doi:10.1017/S0958344008000335

Lai, C., & Zheng, D. (2018). Self-directed use of mobile devices for language learning beyond the classroom. ReCALL, 30(3), 299–318.

Mahboob, A., & Elyas, T. (2020). Learner autonomy and digital practices in English language education. Journal of Language and Education, 6(2), 25–36.

Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press.

Oxford, R. (2017). Teaching and researching language learning strategies: Self-regulation in context (2nd ed.). Routledge.

Palfreyman, D., & Smith, R. C. (2021). Learner autonomy across cultures: Language education perspectives. Palgrave Macmillan.

Rahmawati, F. (2020). The challenge of fostering learner autonomy in Indonesian EFL classrooms. Indonesian Journal of English Language Teaching, 15(1), 23–39.

Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Palgrave Macmillan.

Sung, Y. T., Chang, K. E., & Liu, T. C. (2020). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94(2), 252–275.

Suryani, N., & Nugroho, R. (2022). Teacher-centered practices and learner autonomy in Indonesian EFL classrooms: A case study. Journal of Language Education, 8(3), 45–58.

Viberg, O., & Grönlund, Å. (2012). Mobile assisted language learning: A literature review. In Proceedings of the 11th International Conference on Mobile and Contextual Learning (pp. 9–16).

Wu, Q. (2015). Designing a smartphone app to teach English (L2) vocabulary. Computers & Education, 85, 170–179.

DOI: http://dx.doi.org/10.20527/jetall.v8i3.24639