Formosa Journal of Sustainable Research (FJSR)

Vol.3, No. 8, 2024: 1761-1778

University Students' Attitudes and Perceptions on Learning

English with Mobile Apps
Sharipov Zabehullo Mutalibovich1*, Margana2, Aryadi Manuel Gultom3
Universitas Negeri Yogyakarta
Corresponding Author: Sharipov Zabehullo Mutalibovich
zabehullosharipov.2021@student.uny.ac.id
ARTICLEINFO A B S T R A CT
Keywords: Mobile-Assisted This study investigates university students'
Language Learning, Student attitudes and perceptions toward using mobile
Perceptions, English applications for English language learning.
Language Apps Conducted at Universitas Negeri Yogyakarta
with 43 master's students, the research
Received : 2 June
employed a survey to assess various aspects of
Revised : 20 July
Accepted: 21 August mobile app usage. Results indicate a generally
positive view, with high engagement in
©2024 Sharipov, Margana, Gultom: listening and multimedia activities,
This is an open-access article underscoring the effectiveness of mobile apps in
distributed under the terms of the these areas. However, there are concerns about
Creative Commons Atribusi 4.0 content accuracy and the need for improved
Internasional. support for writing skills. Students found
mobile apps convenient and enjoyable,
suggesting their significant potential to enhance
language education. Recommendations include
integrating mobile apps more systematically
into curricula, focusing on features that support
writing skills, and addressing concerns about
information reliability. Future research should
explore long-term impacts, effective integration
strategies, and the role of specific app features in
language development

DOI: https://doi.org/10.55927/fjsr.v3i8.10959 1761

( E-ISSN: 2830-6228
https://journal.formosapublisher.org/index.php/fjsr
Sharipov, Margana, Gultom

INTRODUCTION
In the rapidly evolving digital landscape, the integration of mobile
technology into education has emerged as a pivotal trend, reshaping the way
students learn and engage with educational content. Smartphones, in particular,
have transcended their role as mere communication devices and have become
indispensable tools for learning, offering a wealth of opportunities for
personalized and flexible educational experiences. This introduction aims to
provide a comprehensive overview of the significance of researching university
students' attitudes and perceptions towards learning English through mobile
applications.
The ubiquity of smartphones in contemporary society has transformed
the dynamics of knowledge acquisition and dissemination. As digital natives,
today's students are accustomed to multitasking, instant access to information,
and global connectivity (Pletka, 2007). This paradigm shift has necessitated a
reevaluation of traditional teaching methodologies, prompting educators to
explore innovative approaches that leverage the technologies readily available
to students (Eaton, 2010). Mobile applications, with their versatility and
accessibility, have emerged as potent tools for language learning, catering to a
diverse range of needs and preferences.
The integration of mobile technology into language education, known as
Mobile-Assisted Language Learning (MALL), has revolutionized the way
languages are taught and learned. Mobile applications offer learners
unprecedented levels of autonomy and flexibility, enabling individualized
learning experiences anytime, anywhere (Godwin-Jones, 2017). Furthermore,
these applications foster collaborative learning by facilitating online
discussions, peer interactions, and access to multimedia resources (Baruah,
2012). The interactive nature of mobile apps, coupled with real-time feedback
systems, enhances user engagement and learning effectiveness.
As smartphones continue to evolve, boasting computational capabilities
akin to personal computers, their potential as powerful learning aids has
become increasingly evident. However, the successful implementation of
mobile app-based language learning hinges on understanding students'
perspectives and attitudes towards these technologies. Attitudes play a pivotal
role in shaping individuals' decisions, behaviors, and levels of acceptability
(Bogardus, 1931), underscoring the importance of exploring students'
perceptions of learning English through smartphones.
The 21st century has witnessed a paradigm shift in educational
approaches, with a greater emphasis on student-centered learning and the role
of teachers as facilitators (Pletka, 2007). Research has already explored the
utilization of smartphone features, such as SMS, to enhance classroom
dynamics and support teacher instruction (Stockwell, 2007). Additionally,
studies have investigated the use of smartphones as educational tools (Conole
et al., 2008; Rosi Sole et al., 2010; Song & Fox, 2008). However, further
investigations into the specific applications of mobile learning are necessary to
unlock its full potential.

1762
 Jormosa Journal of Sustainable Research (FJSR)
Vol. No…., 2022: 1-18
Examining students' perspectives on the use of technologies in online
education is crucial for gaining valuable insights into the effectiveness of these
technologies in improving overall learning experiences and student retention
rates (Luu, 2021). By understanding learners' perceptions of utilizing mobile
applications, educators and instructors can design more effective instructional
approaches and enhance teaching practices (Cohen et al., 2022). Furthermore,
assessing individuals' attitudes towards educational technology can serve as an
indicator of their enthusiasm and intention to utilize these technologies (Al-
Emran et al., 2016).

LITERATURE REVIEW
The integration of mobile applications in English language education has
gained significant momentum, offering innovative and engaging approaches to
language learning. These applications leverage the ubiquity of mobile devices
and their interactive features to provide learners with a personalized, flexible,
and immersive learning experience. The effectiveness of mobile apps in
enhancing language skills and fostering motivation has been extensively
explored in numerous studies.
Learners' attitudes and perceptions play a pivotal role in successful
language learning (Masgoret & Gardner, 2003). Research indicates that learners
generally exhibit positive attitudes towards using modern technologies,
including mobile apps, as language learning tools (Chen, 2013; Barrot, 2016;
Wu, 2019; Fu et al., 2019). A positive attitude towards digital technology can
facilitate the learning process (Arrosagaray et al., 2019; Faramarzi et al., 2019),
and the frequency of using technology for language learning is closely related
to learners' positive attitudes (Su et al., 2019).
Mobile applications offer a diverse range of features and functionalities
tailored to enhance different language skills. For listening and speaking skills,
apps like FluentU and Tri Pro English provide access to authentic audio-visual
content and interactive exercises (Fučeková & Metruk, 2018). Apps focusing on
reading skills, such as Get Set, Go! Phonics and Learn Languages with Ruby Rei
(Wibbu), offer engaging reading materials and comprehension activities (Gou,
2023). Additionally, apps like Google Translate, dictionaries, and YouTube
serve as valuable resources for language learning and teaching (Agustina et al.,
2022; Gou, 2023).
The incorporation of mobile apps has been found to improve various
aspects of language learning, including vocabulary acquisition, motivation,
independence, and cognitive skills (Klimova, 2018; Hussein, 2017; Liu & Li,
2010; Ngo & Kim, 2014; Nguyen, 2023). Studies have also demonstrated the
effectiveness of mobile apps in enhancing specific language skills, such as
listening comprehension, speaking fluency, reading comprehension, and
writing proficiency (Naderi & Akrami, 2018; Wang & Han, 2021).
Mobile apps have revolutionized the way languages are taught and
learned, providing learners with unprecedented levels of autonomy and
flexibility (Godwin-Jones, 2017; Baruah, 2012). They enable individualized
learning experiences anytime, anywhere, and foster collaborative learning

1763
Sharipov, Margana, Gultom

through online discussions and social media platforms (Kukulska-Hulme &

Shield, 2008; Baruah, 2012).
Pedagogical approaches and design principles play a crucial role in the
development and implementation of mobile apps for language learning. The
constructivist approach, which emphasizes active engagement, collaboration,
and knowledge construction through meaningful interactions, is commonly
adopted (Moya & Camacho, 2021). Additionally, considering individual
learners' needs, fostering social collaboration, and promoting a lifelong learning
mindset are essential principles for the adoption and sustainable use of mobile
learning (Fan et al., 2023; Moya & Camacho, 2021).

METHODOLOGY
This study employed a survey research design to investigate university
students' attitudes and perceptions regarding the use of mobile apps for English
language learning. The research was conducted at Universitas Negeri
Yogyakarta, Indonesia, with purposive sampling based on the researcher's
observations of students' mobile app usage. The target population comprised
215 master's students enrolled in the English Education Department during the
2022/2023 academic year. Using simple random sampling, a sample of 43
students, representing 20% of the total population, was selected due to practical
constraints (Sugiyono, 2009).
Data collection was facilitated through an online questionnaire adapted
from Liu (2023), Celik (2014), and Sad and Yakar (2017). The questionnaire
consisted of 37 statements categorized into eight groups, assessing various
aspects of mobile app usage for English language learning. Participants rated
their agreement with each statement using a 5-point Likert scale, ranging from
strongly disagree (1) to strongly agree (5) (Cresswell & Guetterman, 2019).
To ensure validity, the questionnaire underwent theoretical validation by
experts from the English Language Education program at Universitas Negeri
Yogyakarta, assessing content, construct, and language aspects. Construct
validity was further established through empirical measurements and
hypothesis testing (Thatcher, 2010). Reliability was evaluated using Cronbach's
Alpha, yielding a coefficient of 0.99, indicating high internal consistency
(Mohajan, 2017).

RESULTS
The research findings provide comprehensive insights into UNY
students' perceptions and attitudes towards using mobile applications for
English language learning. The results span various aspects of mobile app
usage, revealing both positive trends and areas for potential improvement.
General contributions of mobile apps to English learning were evaluated
positively by most students.

1764
 Jormosa Journal of Sustainable Research (FJSR)
Vol. No…., 2022: 1-18
Table 1. Descriptive Analysis on Participants’ Perceptions of General
Contribution of Mobile Apps in English Learning
Statement Strongly Agree Neutral Disagree Strongly Mean SD
Agree Disagree
I download 37.50 29.17 14.58 6.25 12.50 3.73 1.36
and use
English
learning
applications on
my smartphone
I do activities 33.33 29.17 18.75 8.33 10.42 3.67 1.31
on English
learning
websites on my
smartphone
I watch English 43.75 37.50 14.58 4.17 0.00 4.21 0.85
tutorials on my
smartphone.

I do English 39.58 35.42 8.33 10.42 6.25 3.92 1.22

vocabulary
activities on my
smartphone
I do English 50.00 33.33 6.25 8.33 2.08 4.21 1.03
listening
activities on my
smartphone
I do English 25.00 37.50 22.92 4.17 10.42 3.63 1.21
pronunciation
activities on my
smartphone.

A significant majority (66.67%) reported downloading and using English

learning applications on their smartphones. Even higher engagement was
observed for watching English tutorials (81.25%) and performing listening
activities (83.33%) on smartphones. These findings suggest that mobile apps are
particularly effective for audio-visual learning activities, aligning with research
indicating the benefits of multimedia in language acquisition (Mayer, R. E.,
2009).
Reading and writing practices using mobile apps showed varied levels of
engagement.

1765
Sharipov, Margana, Gultom

Table 2. Descriptive Analysis on Students’ Perception Toward Reading and

Writing Practice Using Mobile Apps
Statement Strongly Agree Neutral Disagree Strongly Mean SD
Agree Disagree
I blog in 20.83 27.08 18.75 20.83 12.50 3.23 1.34
English
through my
smartphone.
I comment on 29.17 22.92 31.25 12.50 4.17 3.60 1.16
English
websites
through my
smartphone.
I read English 43.75 35.42 12.50 6.25 2.08 4.13 1.00
e-books on my
smartphone.
I read English 39.58 43.75 10.42 2.08 4.17 4.13 0.98
content on
international
forums on my
smartphone.

While activities such as reading English e-books (79.17%) and engaging

with English content on international forums (83.33%) were highly popular,
there was more diversity in opinions regarding activities like blogging in
English through smartphones (47.91% agreement). This variability indicates
that mobile apps may be more effective or preferred for certain types of reading
and writing activities compared to others.
Listening and speaking practices through mobile apps received
exceptionally positive feedback.

Table 3. Descriptive Analysis on students’ perceptions regarding the listening

and speaking practice using mobile apps
Statement Strongly Agree Neutral Disagree Strongly Mean SD
Agree Disagree
I watch videos 64.58 22.92 10.42 0.00 2.08 4.48 0.85
in English on
my
smartphone.
I listen to 75.00 12.50 4.17 2.08 6.25 4.48 1.11
English songs
on my
smartphone

1766
 Jormosa Journal of Sustainable Research (FJSR)
Vol. No…., 2022: 1-18
I watch serials, 52.08 25.00 12.50 6.25 4.17 4.15 1.13
movies, news
etc. with
subtitles on
my
smartphone to
improve my
listening skills.
I speak to 45.83 29.17 10.42 8.33 6.25 4.00 1.22
foreigners in
English on
social media
through my
smartphone.

An overwhelming majority of students reported watching videos in

English (87.50%) and listening to English songs (87.50%) on their smartphones.
This high engagement with multimedia content underscores the potential of
mobile apps to provide immersive language learning experiences (Kukulska-
Hulme, A., & Shield, L., 2008).
Students generally found mobile apps simple and convenient to use,
with learning through these apps perceived as enjoyable.

Table 4. Descriptive Analysis on Students’ Perceptions or Understanding

Regarding Using Mobile Apps
Statement Strongly Agree Neutral Disagree Strongly Mean SD
Agree Disagree
I find using 43.75 37.50 16.67 0.00 2.08 4.21 0.87
mobile apps to
be simple and
convenient
Learning 37.50 39.58 18.75 2.08 2.08 4.08 0.92
english with
mobile apps is
enjoyable.
I feel that I can 35.42 41.67 18.75 4.17 0.00 4.08 0.85
easily
understand
the content
provided by
mobile apps

1767
Sharipov, Margana, Gultom

I am willing to 33.33 41.67 14.58 8.33 2.08 3.96 1.01

invest time
and effort to
better utilize
mobile apps
for learning.
I expect to use 41.67 29.17 20.83 6.25 2.08 4.02 1.04
mobile apps
frequently for
learning in the
future.

A large proportion of participants (81.25%) agreed that using mobile

apps is simple and convenient, and 77.08% found learning English with mobile
apps enjoyable. This positive attitude towards mobile app usage is crucial, as
learner engagement and motivation are key factors in successful language
acquisition (Dörnyei, Z., 2005).
The research also explored students' attitudes towards using mobile apps
for specific language learning purposes

Table 5. Descriptive Analysis on Students’ Attitudes Toward Using Mobile

Apps Practice
Statement Strongly Agree Neutral Disagree Strongly Mean SD
Agree Disagree
I use mobile 39.58 35.42 14.58 8.33 2.08 4.02 1.04
apps to
increase my
interest and
motivation in
learning
English
I use mobile 33.33 43.75 12.50 8.33 2.08 3.98 1.00
apps to
improve my
English
communication
skills
I use mobile 31.25 43.75 12.50 10.42 2.08 3.92 1.03
apps to
improve my
English
reading and
writing
abilities (e.g.
proofreading).

1768
 Jormosa Journal of Sustainable Research (FJSR)
Vol. No…., 2022: 1-18

A significant proportion of students reported using mobile apps to

increase their interest and motivation in learning English (75.00%), improve
communication skills (77.08%), and enhance reading and writing abilities
(75.00%). This multifaceted use of mobile apps demonstrates their versatility in
supporting various aspects of language learning.

Table 6. Descriptive Analysis on Students’ Perceptions Toward Mobile Apps

Advantage
Statement Strongly Agree Neutral Disagree Strongly Mean SD
Agree Disagree
I think using 39.58 39.58 18.75 2.08 0.00 4.17 0.81
mobile apps
can help me
improve the
quality of my
learning
I believe that 50.00 35.42 12.50 0.00 2.08 4.31 0.85
mobile apps
can provide me
with access to
learning
material from
anywhere
I think using 43.75 33.33 20.83 2.08 0.00 4.19 0.84
mobile apps
can help me
enhance my
learning
abilities

Regarding the perceived advantages of mobile apps students strongly

believed that these tools could improve the quality of their learning (79.16%),
provide access to learning materials from anywhere (85.42%), and enhance their
learning abilities (77.08%). This perception of mobile apps as flexible, accessible
learning tools aligns with the broader trend towards mobile learning in
education (Sharples, M., Taylor, J., & Vavoula, G., 2007).

1769
Sharipov, Margana, Gultom

Table 7. Descriptive Analysis on Students’ Perceptions Toward Mobile Apps

Downsides
Statement Strongly Agree Neutral Disagree Strongly Mean SD
Agree Disagree
I think using 22.92 45.83 22.92 2.08 6.25 3.77 1.04
mobile apps
may have
issues with
plagiarism or
information
leakage.
I think mobile 12.50 37.50 39.58 8.33 2.08 3.50 0.90
apps
responses may
contain some
inaccurate
information.
I think using 18.75 8.33 22.92 27.08 22.92 2.73 1.41
mobile apps is
not helpful for
my English
learning.

However, the study also revealed some concerns about the use of mobile
apps for language learning. Issues such as potential plagiarism and information
leakage (68.75% agreement) and the possibility of inaccurate information
(50.00% agreement) were noted by some students. These concerns highlight the
need for critical evaluation skills when using mobile apps and the importance
of developing reliable, accurate content in educational apps.

Table 8. Descriptive Analysis on Students’ Perceptions Regarding Adverse of

Mobile Apps
Statement Strongly Agree Neutral Disagree Strongly Mean SD
Agree Disagree

I have 12.50 10.42 29.17 35.42 12.50 2.75 1.19

difficulty in
focusing on
my English
classes
because of my
smartphone

1770
 Jormosa Journal of Sustainable Research (FJSR)
Vol. No…., 2022: 1-18
I can’t spare 14.58 14.58 29.17 31.25 10.42 2.92 1.22
enough time
to study
English as I
can’t leave my
smartphone

I am distracted 6.25 25.00 22.92 27.08 18.75 2.73 1.22

to class
because of my
smartphone

I prefer idling 8.33 20.83 41.67 18.75 10.42 2.98 1.08

with my
smartphone to
studying
English

I forget 12.50 18.75 25.00 29.17 14.58 2.85 1.25

English
language
contents
quickly
because I can
access them
easily through
my
smartphone
Instead of 12.50 20.83 25.00 31.25 10.42 2.94 1.21
using my own
sentence, I
prefer using
ready contents
from the
internet

The research also explored potential adverse effects of mobile app usage.
While there were some concerns about distractions and time management
issues related to smartphone use, the majority of students did not perceive these
as significant problems. For instance, only 22.92% of students agreed that they
have difficulty focusing on English classes due to their smartphones. This
suggests that while the potential for distraction exists, most students feel
capable of managing their mobile app usage effectively for learning purposes.

1771
Sharipov, Margana, Gultom

Figure 1. Profile of Student’s Perspective Attitudes Towards the Use of Mobile

Apps

Figure 1 provides an overview of students' attitudes towards mobile app

usage, with the majority falling into the "Good" (52.1%) or "Very Good" (29.2%)
categories. This overall positive perception is encouraging for the continued
integration of mobile technology in language education.

Figure 2. Average Score of Aspects of student’s Perspective Attitudes Towards

the use of Mobile Apps
Figure 2 breaks down the average scores across different aspects of
mobile app usage. The highest scores were observed for general contribution
(23.35) and perceptions or understanding of using mobile apps (20.35), while
perceptions about downsides and adverse effects scored lower. This nuanced
view suggests that while students generally appreciate the benefits of mobile
apps, they are also aware of potential challenges.

DISCUSSION
The findings of this study provide valuable insights into the role of
mobile applications in English language learning among UNY students. The
results reveal a generally positive attitude towards mobile apps, with high
engagement across various language learning activities. This aligns with the
growing trend of mobile-assisted language learning (MALL) and its potential to
enhance language education (Chinnery, G. M., 2006).

1772
 Jormosa Journal of Sustainable Research (FJSR)
Vol. No…., 2022: 1-18
The high engagement with listening and multimedia activities, such as
watching videos and listening to songs, underscores the effectiveness of mobile
apps in providing rich, interactive content. This supports previous research
highlighting the benefits of multimedia in language acquisition (Mayer, R. E.,
2009).. The preference for these activities may be attributed to their ability to
provide authentic language input and create an immersive learning experience.
App developers should continue to focus on providing high-quality multimedia
content to cater to this preference.
However, the more varied responses to writing activities, such as
blogging, indicate a potential area for improvement in mobile app design.
While mobile apps seem to excel in supporting receptive skills (listening and
reading), they may be less effective in promoting productive skills (writing and
speaking). This discrepancy aligns with previous research suggesting that
mobile apps may be more suited to certain types of language learning activities
(Stockwell, G., 2010). Future app development should focus on creating more
engaging and effective tools for practicing writing skills, possibly through
interactive writing exercises, collaborative writing platforms, or innovative
feedback mechanisms.
The positive perceptions of mobile apps' simplicity and convenience
align with the theoretical view that mobile technology can facilitate
personalized, learner-centered education (Pegrum, M., 2014).. The ability to
access learning materials from anywhere is particularly valuable in language
learning, where consistent exposure and practice are crucial. This flexibility
could potentially lead to increased learning opportunities outside the
traditional classroom setting, supporting the concept of ubiquitous learning
(Cope, B., & Kalantzis, M., 2009).
The reported use of mobile apps to increase motivation and interest in
learning English is a significant finding. Motivation is a key factor in successful
language acquisition (Dörnyei, Z., 2005), and the ability of mobile apps to
enhance this aspect of learning could have far-reaching implications for
language education. The gamification elements often present in language
learning apps may contribute to this motivational aspect, making the learning
process more enjoyable and engaging (Figueroa, J., 2015).
However, the concerns raised about content accuracy and potential
plagiarism highlight important considerations for both app developers and
educators. These issues underscore the need for developing critical digital
literacy skills among learners (Godwin-Jones, R., 2018). As mobile apps become
increasingly integrated into language education, it's crucial to teach students
how to evaluate information sources, use digital resources ethically, and
develop their own voice in the target language.
The relatively low concern about smartphone-related distractions is an
interesting finding, contrasting with some previous research suggesting that
mobile devices can be a significant source of distraction in educational settings
(Kuznekoff, J. H., & Titsworth, S., 2013). This could indicate that UNY students
have developed effective strategies for managing their device usage, or that the
benefits of mobile apps for language learning outweigh potential distractions.
Further research could explore the strategies students use to manage potential

1773
Sharipov, Margana, Gultom

distractions and how these could be incorporated into app design or

educational practices.
The overall positive attitude towards mobile apps for language learning,
as evidenced by the high proportion of "Good" and "Very Good" ratings (Figure
1), suggests that these tools have significant potential to enhance language
education. However, the variability in responses across different activities and
the noted concerns also indicate areas for further development and research.
The breakdown of average scores across different aspects of mobile app
usage (Figure 2) provides a nuanced view of students' perceptions. The high
scores for general contribution and understanding of mobile apps suggest that
students are comfortable with and appreciate these tools. However, the lower
scores for perceptions about downsides and adverse effects indicate that
students are also aware of potential challenges. This balanced perspective is
encouraging, as it suggests that students are critically engaging with these tools
rather than accepting them uncritically.
These findings have several implications for language education and
mobile app development. First, they suggest that mobile apps should be
considered a valuable complement to traditional language learning methods,
particularly for enhancing listening and reading skills. Second, there is a need
for improved features supporting active language production, particularly
writing skills. Third, app developers should continue to focus on user-friendly
interfaces and enjoyable learning experiences, as these aspects seem to
contribute significantly to positive perceptions and engagement.
From a pedagogical perspective, these findings suggest that educators
should consider integrating mobile apps into their teaching practices,
particularly for activities related to listening, reading, and vocabulary
development. However, they should also be aware of the potential limitations,
particularly in supporting writing skills, and may need to supplement mobile
app use with other teaching methods in these areas.
In conclusion, this research provides valuable insights into students'
perceptions and usage of mobile apps for English language learning. The
overall positive attitude towards these tools suggests that mobile apps have
significant potential to enhance language education. However, the variability in
responses across different activities and the noted concerns also indicate areas
for further development and research.
Future studies could explore more specific aspects of mobile app usage
in language learning, such as the effectiveness of different app features for
various language skills or the long-term impact of mobile app usage on
language proficiency. Additionally, investigating how to best integrate mobile
apps into formal language curricula could provide valuable insights for
educators and policymakers.
As mobile technology continues to evolve, it's likely that its role in language
education will only grow. By addressing the challenges and building on the
strengths identified in this study, mobile apps can become even more effective
tools for supporting language learners in their educational journey.

1774
 Jormosa Journal of Sustainable Research (FJSR)
Vol. No…., 2022: 1-18
CONCLUSIONS AND RECOMMENDATIONS
Conclusions
This study has provided valuable insights into the perceptions and
attitudes of UNY students towards using mobile applications for English
language learning. The findings reveal a generally positive outlook, with
students appreciating the convenience, accessibility, and engaging nature of
mobile apps for language learning. Particularly high engagement was observed
in listening and multimedia activities, suggesting that mobile apps are especially
effective in these areas. However, the research also highlighted some concerns,
such as potential issues with content accuracy and the need for improved
support for writing skills. Despite these challenges, the overall positive
perception indicates that mobile apps have significant potential to enhance
English language education, offering flexible and personalized learning
experiences that align well with contemporary educational trends.
Recommendations
Based on the findings of this study, several recommendations can be
made. First, educational institutions and language educators should consider
integrating mobile apps more systematically into their English language
curricula, particularly for activities related to listening, reading, and vocabulary
development. Second, app developers should focus on enhancing features that
support active language production, especially writing skills, to address the
current limitations in this area. Additionally, efforts should be made to improve
content accuracy and develop students' critical digital literacy skills to address
concerns about information reliability. Future research could explore the long-
term impact of mobile app usage on language proficiency, investigate effective
strategies for integrating mobile apps into formal language instruction, and
examine how different app features contribute to the development of specific
language skills. By addressing these areas, the potential of mobile apps in English
language education can be more fully realized, leading to more effective and
engaging learning experiences for students.

REFERENCES
Agustina, R., Waloyo, E., & Harsiati, T. (2022). Indonesian Students' Perceptions
on the Use of Mobile Applications for English Learning. Journal of
Educational Science and Technology (EST), 8(1), 23-32.
https://doi.org/10.26858/est.v8i1.25516
Al-Emran, M., Mezheyev, V., & Kamaludin, A. (2016). Towards sustainable
acceptance of mobile learning technology: Students' perspectives and
attitudes. Journal of Mobile Trends and Practices, 7(1), 1-23.
Arrosagaray, M., González-Peiteado, M., Pino-Juste, M., & Rodríguez-López, B.
(2019). A meta-analysis of the attitudes towards ICT in STEM students.
British Journal of Educational Technology, 50(5), 2171-2186.
https://doi.org/10.1111/bjet.12853
Barrot, J. S. (2016). Using Facebook-based e-portfolio in ESL writing classrooms:
Impact and challenges. Language, Culture and Curriculum, 29(3), 286-301.
https://doi.org/10.1080/07908318.2016.1143481

1775
Sharipov, Margana, Gultom

Baruah, T. D. (2012). Effectiveness of Social Media as a tool of communication

and its potential for technology-enabled connections: A micro-level study.
International Journal of Scientific and Research Publications, 2(5), 1-10.
Bogardus, E. S. (1931). A social distance scale. Sociology and Social Research, 17,
265-271.
Chen, K. T. (2013). An overview of meta-analysis on attitudes towards
computers. In T. Plomp & N. Nieveen (Eds.), Educational design research
– Part B: Illustrative cases (pp. 357-387). SLO.
Chinnery, G. M. (2006). Emerging technologies. Going to the mall: mobile
assisted language learning. Language learning & technology, 10(1), 9-16.
Cohen, J., Vincent, J. B., & Jor'dan, J. T. (2022). Assessing student perspectives
on the efficacy of learning technologies: A mixed-methods study.
Educational Technology Research and Development, 70(1), 23-52.
https://doi.org/10.1007/s11423-021-09997-3
Conole, G., de Laat, M., Dillon, T., & Darby, J. (2008). 'Disruptive technologies',
'pedagogical innovation': What's new? Findings from an in-depth study of
students' use and perception of technology. Computers & Education,
50(2), 511-524. https://doi.org/10.1016/j.compedu.2007.09.009
Cope, B., & Kalantzis, M. (2009). Ubiquitous learning: An agenda for
educational transformation. Ubiquitous learning, 3-14.
Cresswell, J. W., & Guetterman, T. C. (2019). Educational research: Planning,
conducting, and evaluating quantitative and qualitative research (6th ed.).
Pearson Education.
Dörnyei, Z. (2005). The psychology of the language learner: Individual
differences in second language acquisition. Mahwah, NJ: Lawrence
Erlbaum.
Eaton, S. E. (2010). Global Trends in Language Learning in the Twenty-first
Century. Calgary, Canada: Onate Press.
Fan, Q., Liu, J., & Feng, F. (2023). The Effectiveness of Mobile Applications in
English Learning and Teaching: A Systematic Review. Frontiers in
Psychology, 14, 1037501. https://doi.org/10.3389/fpsyg.2023.1037501
Faramarzi, S., Tabrizi, H. H., & Hosseini, S. A. (2019). A pedagogical model for
integrating technology to improve students' Paragraph Writing: A study
of EFL learners. Cogent Education, 6(1), 1616093.
https://doi.org/10.1080/2331186X.2019.1616093
Figueroa, J. (2015). Using gamification to enhance second language learning.
Digital Education Review, (27), 32-54.
Fu, Q. K., Hwang, G. J., Tsai, C. C., & Huang, Y. M. (2019). A game-based
learning approach to cultivating EFL students' writing self-efficacy in a
multimedia setting. International Journal of Online Pedagogy and Course
Design (IJOPCD), 9(2), 41-58.
https://doi.org/10.4018/IJOPCD.2019040103
Godwin-Jones, R. (2017). Smartphones and language learning. Language
Learning & Technology, 21(2), 3-17. https://doi.org/10125/44607
Godwin-Jones, R. (2017). Smartphones and language learning. Language
Learning & Technology, 21(2), 3-17. https://doi.org/10125/44607

1776
 Jormosa Journal of Sustainable Research (FJSR)
Vol. No…., 2022: 1-18
Godwin-Jones, R. (2018). Using mobile devices in the language classroom: Part
of the Cambridge Papers in ELT series. Cambridge: Cambridge University
Press.
Gou, X. (2023). Mobile App-Assisted English Language Learning: A Review of
Apps and Pedagogical Implications. International Journal of Instruction,
16(1), 801-818. https://doi.org/10.29333/iji.2023.16145a
Klimova, B. (2018). Mobile phones and/or smartphones and their apps for
teaching English as a foreign language. Education and information
technologies, 23(3), 1091-1099. https://doi.org/10.1007/s10639-017-9655-5
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.
https://doi.org/10.1017/S0958344008000335
Kuznekoff, J. H., & Titsworth, S. (2013). The impact of mobile phone usage on
student learning. Communication Education, 62(3), 233-252.
Luu, T. T. (2021). Students' perceptions of mobile technology in university
education: An exploratory study. International Journal of Innovation,
Creativity and Change, 15(8), 762-778.
Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, motivation, and second
language learning: A meta-analysis of studies conducted by Gardner and
associates. Language Learning, 53(S1), 167-210.
https://doi.org/10.1111/1467-9922.00227
Mayer, R. E. (2009). Multimedia learning (2nd ed.). New York: Cambridge
University Press.
Mohajan, H. K. (2017). Two criteria for good measurements in research: Validity
and reliability. Annals of Spiru Haret University Economic Series, 17(4),
59-82. https://doi.org/10.26458/1746
Moya, N. I. F., & Camacho, M. (2021). Current state of mobile learning research
in Spanish: A systematic review based on text mining and bibliometric
techniques. Cognitive Systems Research, 66, 18-34.
https://doi.org/10.1016/j.cogsys.2020.10.004
Pegrum, M. (2014). Mobile Learning: Languages, Literacies and Cultures.
Palgrave Macmillan.
Pletka, B. (2007). Educating the Net Generation: How to engage students in the
21st century. Santa Monica, CA: Santa Monica Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language
teaching. Cambridge University Press.
Rosi Sole, C., Calic, J., & Neijmann, D. (2010). A social and self-reflective
approach to MALL. ReCALL Journal, 22(2), 123-142.
https://doi.org/10.1017/S0958344010000101
Sharples, M., Taylor, J., & Vavoula, G. (2007). A Theory of Learning for the
Mobile Age. In R. Andrews & C. Haythornthwaite (Eds.), The Sage
Handbook of Elearning Research (pp. 221-247). London: Sage.
Song, Y., & Fox, R. (2008). Using PDA for undergraduate student incidental
vocabulary testing. ReCALL Journal, 20(3), 290-314.
https://doi.org/10.1017/S0958344008000438

1777
Sharipov, Margana, Gultom

Stockwell, G. (2007). Vocabulary on the move: Investigating an intelligent

mobile phone-based vocabulary tutor. Computer Assisted Language
Learning, 20(4), 365-383. https://doi.org/10.1080/09588220701745817
Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining
the effect of platform. Language Learning & Technology, 14(2), 95-110.
Sugiyono. (2009). Metode penelitian kuantitatif, kualitatif dan R&D. Bandung:
Alfabeta.
Thatcher, R. W. (2010). Validity and reliability of quantitative
electroencephalography. Journal of Neurotherapy, 14(2), 122-152.
https://doi.org/10.1080/10874201003773500
Wu, H. J. (2019). Evaluating augmented reality English learning games on
students' learning motivation and learning performance. Computer
Applications in Engineering Education, 27(6), 1384-1396.
https://doi.org/10.1002/cae.22156

1778