Mobile-assisted Language Learning (MALL) at the Advanced Level: A Qualitative Study of Learner Practices and perceptions
Keywords:
Mobile-Assisted Language Learning (MALL), advanced language learners, qualitative research, learner autonomy, digital tools, language learning strategiesAbstract
Mobile-Assisted Language Learning (MALL) is changing the way advanced language learners' study, but there remains a limited understanding of how high-level learners use mobile resources in a strategic and personal way. Qualitative studies often concentrate on the effectiveness of particular applications for isolated abilities; however, this study fills a significant void by offering a qualitative, comprehensive analysis of the learner's perspective. This study examines the lived experiences, autonomous behaviours, and perceived opportunities and obstacles associated with mobile device usage among advanced English language learners. Utilising a qualitative methodology with semi-structured interviews, data were collected and subjected to theme analysis. Findings indicate that advanced learners construct tailored, intricate MALL ecosystems, utilising resources such as AI chatbots, corpus databases, and social media to address specific domains including pragmatic competence, collocational correctness, and fluent oral production. Key themes include how mobile devices may help students become more independent, how they can help them get involved in real communities of practice, and how they can help them deal with cognitive overload and the need for more advanced self-regulation skills at the same time. The study finds that for advanced MALL to be genuinely effective, pedagogical support must evolve to assist learners in strategically incorporating these potent, yet intricate, digital tools into their language acquisition processes. This study provides significant insights for educators, curriculum developers, and creators of language learning tools.
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