MOBILE ASSISTED LANGUAGE LEARNING (MALL) IN ARABIC EDUCATION: IMPACTS ON VOCABULARY ACQUISITION
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Abstract
This study investigates the effectiveness of Mobile-Assisted Language Learning (MALL) in improving Arabic vocabulary acquisition and explores its benefits and challenges. A mixed-methods approach with a sequential explanatory design was employed. The quantitative phase involved a quasi-experimental study with 60 senior Islamic high school students divided into an experimental group (MALL-based learning) and a control group (traditional textbook-based instruction) over eight weeks. Data were collected through vocabulary tests, classroom observations, and semi-structured interviews. The results revealed a significant difference in post-test scores between the experimental group (M = 82.7) and the control group (M = 70.2), with p < 0.05. The highest improvement was found in daily-activity vocabulary (+20.3%). Qualitative findings indicated that MALL enhanced students’ motivation, engagement, and learning autonomy through gamification features, instant feedback, and flexible access to learning materials. Despite challenges related to technological access, digital distractions, and teacher readiness, MALL proved to be an effective complementary approach for supporting student-centered Arabic language learning in the digital era.
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References
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