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Bahruddin
UIN Syekh Wasil Kediri
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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MALL Tools and Strategies for Language Skills, Autonomy, and Digital Literacy: A Case Study of EFL TOEFL Preparation Classes Bahruddin; Suprihantosa Sugiarto
Indonesian Journal of Education and Development Research Vol. 5 No. 1 (2027): Januari 2027
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/ijedr.v5i1.9346

Abstract

Mobile-assisted language learning (MALL) is now routine in Indonesian higher education, yet little is known about how students in test-preparation courses use specific apps and what they gain beyond test practice. This qualitative case study explored how six MALL tools (Socrative, EnglishScore, ELSA Speak, VOA Learning English, Listen English Practice, and Grammarly) supported the four language skills and shaped learner autonomy, motivation, and digital literacy among 77 undergraduate English education students in three TOEFL preparation classes at a state Islamic university in East Java, Indonesia. Data were collected through a questionnaire with closed and open-ended items, six classroom observations, and semi-structured interviews with 15 students. Qualitative data were analysed thematically following Braun and Clarke's six phases, and closed items were summarised descriptively. Most students reported gains in listening (85%), speaking confidence (76%), reading (70%), and writing accuracy (68%), which they attributed to immediate feedback, adjustable audio, and accessible authentic texts. Most also used the apps independently outside class (82%) and described feedback and visible progress as motivating. Digital literacy grew mainly in operational skills and, to a lesser extent, in evaluating feedback and online sources. Unstable connectivity, app crashes, and phone distractions limited these benefits. The findings suggest that MALL works best when teachers embed apps in structured blended routines that include goal setting, self-monitoring, and explicit digital literacy instruction. Because the evidence is self-reported and short term, longitudinal designs with performance measures are recommended.
Co-Authors Suprihantosa Sugiarto