<![CDATA[Research on mobile-assisted English learning has examined digital tools for specific skills, but curriculum-aligned interactive textbooks covering six language domains require further investigation. This study examined an android-based interactive digital book (IDB) for tenth-grade English instruction in Indonesia. A pre-test–post-test comparison involved 188 students from eight high schools in northern coastal Java: 108 in the experimental group and 80 in the control group. A 30-item multiple-choice test assessed comprehension and knowledge associated with listening, speaking, reading, viewing, writing, and presenting. Descriptive statistics and independent-samples t-tests were reported. The experimental group had higher scores at both pre-test, t(186) = −4.248, p < .001, and post-test, t(186) = −10.608, p < .001. School-level summaries indicated increasing scores in the experimental group and decreasing scores in the control group. However, baseline differences, unequal post-test variances, and school-level allocation limit causal interpretation. The findings suggest that the IDB warrants further evaluation as a curriculum-aligned instructional resource. They do not establish improvements in actual speaking, writing, or presenting performance, which require direct assessment.]]>
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