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Review

The Usage of MALL in Learners’ Readiness to Speak English

by
Ling Sue Zhen
* and
Harwati Hashim
*
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia
*
Authors to whom correspondence should be addressed.
Sustainability 2022, 14(23), 16227; https://doi.org/10.3390/su142316227
Submission received: 17 October 2022 / Revised: 21 November 2022 / Accepted: 2 December 2022 / Published: 5 December 2022
Browse Figure
Review Reports Versions Notes

Abstract

:
Having proficiency in English macro skills has been of foremost importance among English language learners to have a sustainable education. Evidently, knowing English corresponds with being able to articulate the language. However, many language learners still struggle to successfully master speaking skills. Previous studies advocated mobile-assisted language learning (MALL) as an innovative pedagogical practice that has the potential to be utilized in the acquisition of the speaking skills. Nevertheless, current studies that specify the usage of MALL in the readiness of speaking English are still limited. Therefore, this paper plans to fill in the gap by propounding a systematic review of published studies from the year 2013 to 2022 that are relevant to the implementation of MALL in the readiness to speak English. The findings of this review indicated that the usage of MALL fosters affective variables such as motivation, self-confidence, less anxiety, and learners’ control in the readiness of speaking skills, but most of the reviewed studies’ focal point were on older or adult learners, which created a gap in the literature. Hence, this requires the study of the usage of MALL in primary and secondary levels of education for the benefits of English language learners of all ages in the acquisition of speaking English.

1. Introduction

In this era of growing interdependence of international economics, culture and technology brought about by the ubiquitous influence of the Internet of which there was a need to be competent in English language skills to be part of the movement towards globalization. Hence, learning the language should be provided equally with quality to encourage opportunities for the purpose of sustaining future industries through lifelong learning as opined by the Sustainable Development Goals (SDG) [1]. On that account, numerous efforts have been taken by the education systems worldwide to master English language skills be it as a second language or as a foreign language [2]. Nonetheless, according to [3], speaking was perceived as the most important skill to communicate effectively in this global world. This was because the English language was extensively used internationally and there was a need for language learners to acquire this skill to be successful in their respective fields.
However, the pandemic has influenced the current trend of ICT in education, particularly in the teaching and learning of language. The popularity of Mobile Assisted Language Learning (MALL) as an innovative pedagogical practice has significantly made its presence within the pedagogical approaches towards the development of English language skills such as listening, speaking, reading, and writing. MALL generally refers to the conduct of language activities with the utilization of mobile devices without the restrictions of time, space, and location [4]. These mobile devices are mobile technologies that include smart phones, laptops, portable MP3, and personal digital assistants (PDA) [5]. Hence, MALL became an initiative in accommodating quality and equity in education [6]. This is because it has the ability to elicit lifelong learning opportunities, as mentioned in the fourth goal of the Sustainable Development Goals (SDG). The fourth goal made a point about the significance of education in sustaining industries in the near future [7]. Although the SDG goal seems extensive, MALL has a smaller but important scope in education as it is also essential in the field of language, mainly English [8]. MALL has many pedagogical implications, especially in the establishment of English-speaking skills such as formal or informal instructions due to its popularity in English language teaching [9]. In fact, several studies have already established the approach of MALL and varying perceptions of its effects on enhancing speaking skills [10,11,12,13]. Even so, the prerequisite to the acquisition of speaking skills requires certain aspects of readiness. The state of being fully prepared is significant to learners’ willingness to speak or communicate in any given situation. With regards to [14], hesitation will notably impede any signs of improvements in speaking skills. Therefore, it seems necessary to carry out a positive impression in the process of teaching and learning to support learners’ involvement in the speaking process. The study on the usage of MALL specifically in the second language acquisition (SLA) is important as it gives benefits in developing positive outputs toward learning the language targets. As established by [15], the influence of MALL can improve ESL learners’ readiness to speak English. In addition, MALL also can be at the helm in providing the psychological variables needed for learners’ readiness to speak English [16]. Thus, MALL has proven to be significant in SLA as its acceptance and adoption are of growing interest for researchers. Despite the popular trends of research in speaking skills, systematic reviews have mainly focused on MALL offering various plausible ways to develop speaking skills [13,17,18]. There is a gap as the review done specifically on the effects of MALL in the readiness to speak English is still exiguous. The current systematic review plans to address the growing body of the research needs in this context. It also aims to analyze and synthesize research articles between the year of 2013 and 2022 on MALL for English speaking skills to meet the proposed research questions as follows:
RQ1: What are the affective variables constructed by MALL that affect learners’ readiness to speak in English?
RQ2: What are the potential MALL platforms used in learners’ readiness to speak in English?

1.1. English Speaking Skills

Speaking is an oral mode productive skill [19]. Although it is like any other skills, it is very complex and complicated as it involves many more multiple abilities than just pronouncing words. Ref. [20] mentioned that speaking is also considered the most important skill essential for communication. Speaking in an effective communication that usually constitutes successful opportunities and benefits for speakers. As noted by [21], the consequences of effective speaking skills will always bring about achievements in terms of the successful acquisition of the English language. It was also pointed out by [22] that speaking skills or communication skills were in a frontward position among experiences, motivation, and academic credentials as a criterion for work employment. Therefore, speaking skills should be given the utmost priority within the context of English language learning. Furthermore, a study by ref. [23] emphasized that speakers’ ability to be competent in acquiring the English language depend solely on them having accuracy and fluency. Both aspects are generated based on a few components of speaking skills: mainly grammar, pronunciation, vocabulary, and comprehension [24]. Unfortunately, speaking skills are also considered to be among the most difficult skills to develop in the field of English language teaching [25] in the context of English as a second language (ESL) as well as a foreign language (EFL), [26] differentiated “foreign language” and “second language” based on the learners’ environment, input of language and the affective variables that influence the learning process. Hence, EFL means learning English in non-English speaking countries, whereas ESL learners regard English as having the same or even more important status as their mother tongue. According to [27], both ESL and EFL learners are constantly encouraged to speak English during lessons, but they have no opportunities to internalize the language in real-life communications outside the classroom. Hence, learners’ readiness or willingness to speak English plays an important role in developing successful English-speaking skills [28].

1.2. Readiness to Speak English

The goal of English language teaching and learning is to encourage learners to speak and communicate the language effectively. Ref. [29] accentuated the importance of identifying learners’ reluctance in speaking English. Its significance was to prevent learners from losing their interest in acquiring the English language. Learners need to practice the language constantly to fully master the language [30]. However, many English learners are not eager to participate in English speaking activities even when they were presented with the opportunity. This could be the result of learners not being ready to use the language as well as their unwillingness to speak. Therefore, there are some affective variables that could affect learners’ readiness to speak English as identified by [14]:
  • Motivation: Learners with a good amount of motivation will have the readiness to speak in English. Motivation can influence learners’ ability to learn the skill effectively. In other words, the higher the motivation, the greater the success in learning English. Motivation itself is a series of events that results in a culmination of feelings, emotions, and ideas put into action. As put forward by [31], motivation can determine the effective productivity of the language. Moreover, any form of motivation can manifest and improve learners’ interest [32];
  • Confidence: To be able to speak in English relates to the inner workings of a learner in terms of psychological barriers and attitude [33]. Learners will have the ability to carry out the target language in speaking skills if they are confident, as they do not have psychological and attitudinal barriers, such as inhibitions, whereby they are afraid of criticism and making mistakes;
  • Anxiety: It is a personality trait that can impair cognitive functions, disrupt memory, and cause avoidance behavior. Anxiety can cause communication apprehension [34]. Learners’ emotional states of mind are usually expressed as an anxiety in relation to anticipating communication with other people. Learners who have anxiety to speak are often associated with certain circumstances that include public speaking, group discussion, meetings, presentations, and interpersonal communication;
  • Learners’ control: this refers to learners exercising some level of control over instructional strategies. To be specific, learners can make their own decisions regarding the time, pace, motion, and review of the instructions [35]. This in turn allows learners to accommodate their learning needs and differences to maximize their success in developing speaking skills.

1.3. Application of MALL in English Language Learning

Mobile learning is an approach that uses Information Technology (IT) to enhance teaching and learning experiences [36]. Hence, MALL is known to diversify mobile technologies for the purpose of assisting language acquisition resulting in making English language learning attainable. Numerous past studies can attest to this statement. Ref. [37] established that it was faster and easier to learn English with the help of MALL. Over the years, the development of MALL has generated a shift in the academic environment from traditional to mobile learning. This can be seen in another study by [38], in which it is believed that the utilization of MALL in English language learning processes has received acceptance for the pedagogical implications in fully using Mobile Technologies for autonomous and interactive English lessons beyond the boundaries of the classroom. Comparably, ref. [39] showed that most learners had positive feedback on the usage of MALL in English language classroom activities. Similarly, ref. [40] also supported the utilization of MALL in English language learning as a majority of the teachers in the study had positive perceptions towards the support of MALL in English classroom activities during the COVID-19 pandemic.
MALL can be seen as a pervasive approach in terms of the English macro skills necessary for the successful development of the English language. Evidently, it can be seen in a study conducted by [41] of which MALL had positive implications on the improvement of learners’ reading skills. As for the development of English writing skills, it was suggested by [42] that learners’ control of the writing instructions improved, as MALL had the ability to engage them in writing activities. Furthermore, [43] concluded that MALL for grammar learning should cover all elements of the teaching and learning process. In addition, ref. [16] found that the influence of MALL helped learners with English-listening anxiety as it also enhanced their listening comprehension. On the other hand, MALL also contributed to the instructional approach in English speaking skills. This was observed in a study by [44] whereby the positive effects of MALL could be seen in the improvement of learners’ accuracy and fluency in English-speaking skills.
Apart from its positive benefits in the English language pedagogical approach and implications, MALL also has ascendancy in learners’ psychological variables in terms of the readiness for the acquisition of the language. According to [45] MALL attributed to an increase in learners’ motivation scale in the learning of the English language. In addition, the usage of MALL created significant outcomes in English-language learning by increasing learners’ motivation and self-confidence in using the language [46]. In another study, the effects of MALL can be seen through its ability to reduce language apprehension and anxiety [47]. Additionally, several studies advocated that learners’ autonomy or learners’ control was apparent with the involvement of MALL in the process of English-language learning [48,49,50,51].

2. Methods

The method of preferred reporting items for systematic reviews and meta-analyses (PRISMA) was utilized in this research. PRISMA consists of four stages, which are known as the identification process, screening, eligibility, and inclusion. The four stages can be seen in Figure 1. PRISMA was chosen as the most suitable method of research because of its comprehensiveness, and its flexibility in adapting in other studies. Hence, the stages of the current systematic review of this research are as follows.

2.1. Identification

In the identification stage as reported in the specifications of PRISMA, four databases were considered for the suitability of this research. The databases were Scopus, Web of Science (WoS), Educational Resources Information Centre (ERIC) and Google Scholar. The researcher contrived the key terms to consider the constructs meant to be evaluated. Keywords directly related to Mobile Assisted Language Learning (MALL) and speaking skills were keyed-in in each database. The search strings for each database were displayed in Table 1 below.

2.2. Screening

After the identification stage, the process of screening the articles followed suit. The researcher excluded all duplicated articles by comparing it between the four databases. In the first level of screening, 28 articles were eliminated leaving 144 eligible for further scrutiny. Among these 144 titles, 107 articles were excluded due to them not fulfilling the screening criteria of the title, abstract, and keywords. After the multiple levels of exclusion, only 37 articles remained, and were screened using the inclusion and exclusion criteria shown below in Table 2.
Ensuing the careful selection process according to the inclusion and exclusion criteria, only 20 possible articles were chosen for this systematic review. With reference to [53], conference proceedings and book chapters were in the exclusion criteria due to their incomprehensible nature, which was not suitable for a thorough review.

2.3. Inclusion

The systematic review articles were directly related to MALL in the readiness of English-speaking skills. The research articles included are shown in Table 3. According to the table, eight articles were selected from Scopus, two from WoS, five from ERIC and another five from Google Scholar. The majority of the research was conducted in higher institutions of learning such as universities and colleges focusing on various disciplines in education [54,55,56,57,58,59,60,61,62,63,64,65,66,67], followed by learners at school level [68,69,70,71], and teachers [72].

2.4. Data Analysis

The selected journal articles were exported to Mendeley, a software for referencing. After that, an analysis was done in a thematic manner with the aim of answering the research questions as stated:
(1)
What are the affective variables constructed by MALL that affect learners’ readiness to speak in English?
(2)
What are the potential MALL platforms used in learners’ readiness to speak in English?
The researcher did the analysis by interpreting the contents of the articles and by categorizing the themes according to the research questions. In the first research question, the themes were classified based on the affective variables identified in the findings of the articles that can affect the readiness to speak English. As for the second research question, the articles were categorized according to the potential MALL platforms used in the pedagogical approach to speaking skills.

3. Results

3.1. RQ1 What Are the Affective Variables Constructed by MALL That Affect Learners’ Readiness to Speak in English?

In the systematic review, the affective variables constructed by MALL that affect learners’ readiness in English-speaking skills were classified into (1) motivation; (2) confidence; (3) anxiety; and (4) learners’ control. These classifications materialized based on the review of the literature and its relevance towards factors of the pedagogical implications of MALL that directly influence learners’ readiness and willingness to speak English in any given situation. Therefore, Table 4. shows the classifications of the variables based on the findings of the journal articles.
Based on Table 4, three research articles’ findings reported motivation as the main affective variable in MALL that affects learners’ readiness to speak in English [60,65,66]. However, there were six studies that had a mixture of the motivation variable and other variables such as confidence, anxiety, and learners’ control [56,59,61,62,69,70]. Refs. [59,61] reported similar findings in which learners were influenced by MALL to have both motivation and learners’ control in the instruction of speaking skills, whereas refs. [56,62,69] showed factors related to both motivation and confidence that directly affected learners’ readiness to speak English. On the other hand, the findings in ref. [70], portrayed learners as being motivated and having a decrease in speaking anxiety.
Another variable which was palpable in the articles’ findings was learners’ confidence. Three studies showed confidence as a single variable that affected speaking readiness [55,71,72]. Subsequently, the anxiety variable as a stand-alone can be seen in refs. [58,63]. In addition, ref. [54] was the only study that disclosed having two variables of lower speaking anxiety and learners’ control. As is revealed in the same table, the variable learners’ control was described in eight different studies with five articles, refs. [57,64,67,68,73] only reporting learners’ control as a stand-alone variable and three articles, refs. [54,59,61] reporting other variables besides learners’ control. Therefore, the majority of the studies reported motivation as the variable that greatly influenced learners’ speaking readiness, followed by learners’ control, confidence, and lastly, anxiety.

3.2. RQ2 What Are the Potential MALL Platforms Used in Learners’ Readiness to Speak in English?

In the second research question, the research examined the MALL platforms used in learners’ readiness to speak in English. The identified platforms based on the review were analyzed and categorized into four mobile-usage technologies. The first was video application, whereas the second and third categories were speaking applications and social networking sites (SNS), respectively. Finally, the last category was the search engine. Table 5 below depicts the types of MALL platforms used in learners’ readiness to speak in English.
As shown in Table 5, seven articles depicted video applications used in learners’ readiness to speak English [54,62,64,65,67,70,72]. All seven articles reported that learners were able to gain an interest in learning using authentic and real-life contexts. Conversely, six articles also revealed the usage of speaking applications in the readiness of English-speaking skills [56,60,61,66,68,72]. According to these six articles, learners were able to gain motivation and lessen language anxiety as they were practicing speaking skills in a flexible environment. Most of the articles reported that SNS was a popular usage choice in the acquisition of English-speaking skills. It was revealed that ten articles supported the application of SNS to enhance learners’ readiness [55,57,58,59,61,62,63,69,71,73]. Moreover, WhatsApp was the most-used platform among the other applications [57,61,62,63,69,71]. Unfortunately, only one study reported the usage of search engines to encourage and develop leaners’ speaking practices.

4. Discussion

Extensively, the findings of this systematic review identified the constructed variables by MALL that affect learners’ readiness to speak English. The variables were motivation, confidence, anxiety, and learners’ control. This corroborated results of another study in which the psychological variables of circumstantial factors affected learners’ willingness to speak English [14]. Interestingly, among all the variables, findings from this review revealed that motivation gained through the application of MALL was the dominant factor that affected learners’ readiness to speak English. It was also shown that learners tend to gain other different variables in line with motivation. In other words, due to the outcome of MALL, increase in motivation also indirectly supplemented other positive variables, such as higher levels of confidence, lower levels of speaking anxiety and more learners’ control during speaking practices. This is in line with a study done by [31], which showed that motivation can manifest as a culmination of psychological feelings, emotions, and ideas put into actions. The development of speaking skills as well as learners’ readiness to speak English were synergetic. As mentioned by [32], motivation can increase learner’s interest to learn. Hence, having that interest, learners will not hesitate to use that language in context, further developing the language through constant practice.
As mentioned earlier, in some circumstances, motivation can culminate in other psychological variables. Based on this review, it was shown in the analysis that motivation often comes together with self-confidence. The pedagogical implications of MALL factored in learners’ barriers and attitudes. Therefore, motivation is a positive inhibition blocker, let alone a positive behavior. According to [33], to have the readiness to speak English, learners should be confident without any attitudinal barriers to impede progress. Learners’ motivation to use the language will override their fear of criticism and making mistakes, thus increasing their self-confidence. Furthermore, motivation also goes in line with learners’ control. Having an appropriate amount of learners’ control could accommodate learning needs and differences in learning backgrounds. In a previous study done by [35], learners should make their own decisions and exercise some level of control over instructional approaches. The flexibility and freedom provided by learners’ control can ease boredom and increase interest in learning. The independence obtained through learners’ control will internalize interest and motivation. From the findings, it was also noted that the anxiety variable appeared the least often among all the analyzed articles. This is because anxiety is a deeply rooted personality trait. Ref. [34] found that anxiety can impair cognitive functions, disrupt memory, and create a habit of avoidance. Therefore, it takes a long time to help learners reach a positive emotional state of mind when it comes to anticipating speaking apprehension. Although MALL does help alleviate speaking anxiety to a certain extent, educators should investigate approaches that can supplement the effectiveness of MALL to significantly decrease speaking anxiety.
Finally, the review also examined the possible MALL platforms used in learners’ readiness to speak English. Based on the findings, social networking sites (SNS) are the most popular mobile technology used in the development of readiness in English-speaking skills. This is because SNS can provide an interactive environment in which to learn. It also advocated autonomous learning, as it shifted away from traditional learning towards mobile learning. A previous study conducted by [38], further substantiated the fact that the pedagogical implications of an interactive approach broke the boundaries of learning as learners went beyond just learning in the classroom. Consequently, with the ubiquitous Internet, learners can easily access SNS on any devices. This encourages learners to be more self-directed and autonomous in their learning, as suggested by several previous studies [48,49,50,51]. Learners can practice or emulate speaking skills through the Internet. Furthermore, the language context in SNS is more relatable than formal learning, in which modules and speaking texts are largely based on the textbooks.
There was one limitation in this review, which is that it does not focus on different levels of education. This was because the review was mostly geared towards older learners who were already in higher institutions. Hence, they tended to have higher proficiency in speaking compared to younger learners. Although there were some mentions of MALL in speaking skill at primary school level, speaking skills are very difficult to master at a young age [74,75]. As a result, there were limited MALL in speaking skills studies in lower levels of education, such as primary and secondary levels.

5. Conclusions

In conclusion, the researcher reviewed articles related to the usage of MALL in learners’ readiness to speak English. Therefore, the gap in not having any review on MALL in the readiness of English-speaking skills has been filled. Four databases, specifically Scopus, Web of Science (WoS), Educational Resources information Centre and Google Scholar were utilized. A total of 20 articles were included in this systematic review based on the inclusion and exclusion criteria listed above. The main findings were as follows:
  • There are four variables constructed by MALL that affect learners’ readiness to speaking English: motivation, confidence, anxiety, and learners’ control;
  • The MALL platforms that were identified based on the articles analyzed were categorized into four mobile-usage technologies: (i) video applications, (ii) speaking applications, (iii) social networking sites (SNS) and (iv) search engines.
Based on the discussion of the results, motivation was the dominant variable that affected learners’ readiness to speak English. Learners also gained other different variables in line with motivation. This was because a higher level of motivation also indirectly supplemented other positive variables, such as higher levels of confidence, lower levels of speaking anxiety and more learners’ control during speaking practices. Furthermore, social networking sites (SNS) were the most popular mobile technology used in the development of readiness in English-speaking skills, as these advocated autonomous learning which shifted away from traditional instruction towards mobile learning. Hence, learners’ readiness to speak English was also affected positively. Unfortunately, the one limitation found in this review is that the learners are varied, as they range from primary to university level. Therefore, their experiences with the usage of MALL may differ with age and English learning levels. However, this limitation will afford research opportunities in the future that will highlight different levels of speaking proficiencies as well as levels of education in terms of the usage of MALL [6,76] as an innovative pedagogy in speakers’ readiness to communicate. Moreover, future researchers can address the relationship between MALL and the readiness that involves other English macro skills. Regardless, this systematic review will benefit educators and English language learners, as it encourages the pursuit of learning in terms of mobile technology training or mobile learning, as ICT in education is becoming more ubiquitous across all forms of disciplines. The never-ending pursuit of knowledge is indeed critical to the vision of sustainable development.

Author Contributions

All authors contributed to several aspects of the study, specifically, conceptualization, L.S.Z. and H.H.; methodology, H.H.; validation, H.H.; formal analysis, L.S.Z.; investigation, L.S.Z.; resources, H.H.; data curation, L.S.Z. and H.H.; writing—original draft preparation, L.S.Z.; writing—review and editing, L.S.Z. and H.H.; supervision, H.H.; project administration, L.S.Z.; funding acquisition, H.H. All authors have read and agreed to the published version of the manuscript.

Funding

This research was funded by Universiti Kebangsaan Malaysia under research grant number GG-2021-003 and the APC was funded by Universiti Kebangsaan Malaysia.

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Not applicable.

Data Availability Statement

Not applicable.

Conflicts of Interest

The authors declare no conflict of interest.

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Sustainability 14 16227 g001 550
Figure 1. Systematic review using the PRISMA method, adapted from [52].
Figure 1. Systematic review using the PRISMA method, adapted from [52].
Sustainability 14 16227 g001
Table
Table 1. Database search strings.
Table 1. Database search strings.
DatabaseSearch String
Scopus TITLE-ABS-KEY ((“Speaking Skills *” OR “Communication Skills” OR “Conversation Skills” OR “Verbal Competence” OR “Oral Competency”) AND (“mobile learn *” OR “mobile assisted language learning *” OR “mobile app *” OR “m-learning” OR “mobile device *” OR “Smart Devices” OR “Smart Phone”))
Web of Science (WoS)TS = ((“Speaking Skills *” OR “Oral Language” OR “Conversation Skills” OR “Communication Skills” OR “Verbal Competence”) AND (“mobile learn *” OR “mobile assisted language learning *” OR “mobile app *” OR “m-learning” OR “mobile device *” OR “Smart Device” OR “Smart Phone”))
ERICMobile and speaking skill
Google ScholarSpeaking Skills, MALL, Mobile Application, English Language Education, Smart Phone, Smart Device, Confidence, Communication, Conversation, Verbal, Affective Factor, Oral Competence, ESL and EFL
*: Search string.
Table
Table 2. Inclusion and exclusion criteria.
Table 2. Inclusion and exclusion criteria.
Criterion Inclusion CriteriaExclusion Criteria
Focus Use of Mobile Applications and Technologies Does not use Mobile Applications and Technologies
ContextEnglish Language learnersNon-English Language learners
Language skillSpeaking skill or any other skill that includes speakingNon-speaking skills such as reading, writing, listening, vocabulary and grammar
SourcesJournal ArticlesConference proceedings, book chapters, thesis, reports, review articles
Field of study Mobile Assisted Language Learning applied in Education and LinguisticMobile Assisted Language Learning not applied in Education and Linguistic
LanguageEnglish written textNon-English written text
Year of Publication Between 2013–2022Before the year 2013
Table
Table 3. Summary of the factors that affect the readiness of English-speaking skills using MALL.
Table 3. Summary of the factors that affect the readiness of English-speaking skills using MALL.
Study Database Aim SamplesFindings
Hwang et al. (2014) [68]Scopus, ERICTo study students’ perceptions on mobile learning system activities in developing speaking skills in English as a foreign language and its designs.35, 10 to 11 years old fifth-grade elementary students.Students were interested in practicing English speaking skills with the help of mobile devices as they were able to control the activity according to their own pace in a relaxing atmosphere.
Tolad et al. (2016) [54]ERICTo explore students’ perceptions towards the utilization of oral presentations with mobile-video reflective feedback. 20 Japanese economics department university students.Students felt that it was less daunting than conventional presentations. They also enhance their objectivity through repeated viewing (self-viewing activities) of the video presentations which was a key-factor in the development of learner autonomy.
Phillips (2017) [55]ERICTo explore students’ perception of podcast in context of MALL and its educational values in developing speaking skills. 79 students ages between 18 and 22 years old.Students expressed higher levels of confidence in speaking English during class through the podcast activity.
Teeter (2017) [56]Google Scholar To explore the usage of Shadowing Application in influencing learners’ motivation to develop speaking proficiency. 1001 first year university students majoring in sciencesStudents portrayed more confidence and interest in English communication. They also reported lower scores of anxiety and higher positive views of themselves.
Andujar (2018) [57]ERICTo investigate Mobile Instant Messaging in developing speaking skills. 120 students of the B1 course at the University of Almeria.The performance of speaking development is higher in the experimental group. Students have self-realization while using the application as they were able to perceive mistakes and correct them without the help from teachers.
Aissa et al. (2019) [58]Google Scholar To study the impact of Flipped Interaction Application in the development of students’ speaking skill. 22 first year university students majoring in English education. The experimental group showed improvements in speaking skills. The application eliminated their anxiety by buying time for them to organize thoughts, phrases, and ideas before speaking.
Gonulal (2019) [59]ScopusTo explore English Language Learners’ use of Instagram as a MALL tool to improve overall language skills and communication skills in particular. 97 Instagram users majoring in various disciplines (TESOL, Linguistic, Engineering, Sociology, Psychology).The usage of Instagram in
mobile learning contained
flexibility, freedom, and students’ autonomy of which it internalized motivation for independence in learning as it evidently improved language skills and communication skills.
Ghounane (2019) [60]WoSTo investigate teachers’ and students’ attitudes towards the usage of MALL and its effectiveness in improving speaking skills in EFL context.15 English teachers and 95 s year university students.Most of the teachers supported the inclusion of MALL in learning speaking skills whereas most of the students’ speaking expressions improved and they enjoyed using the mobile application for learning correct English pronunciations as it raised their motivation unlike using the conventional methods that resulted in boredom.
Abugohar et al. (2019) [72]Scopus, ERICTo investigate teachers’ practices and perceptions on utilising smartphone applications to foster oral skills. 45 teachers with the educational qualifications of bachelor’s degrees and master’s degrees.The real-life, authentic contextual approach of using applications in teaching oral skills boost confidence, improve accuracy and fluency.
Sherine et al. (2020) [61]Scopus, Google ScholarTo study the impact of Mobile WhatsApp in improving speaking skills in terms of fluency, coherency, lexical resources, grammar, accuracy and pronunciation in IELTS.110 undergraduate engineering students.As the participants saw improvement in their speaking skills, they had more interest and confidence in participating speaking activities.
Sherine et al. (2020) [62]Scopus, Google Scholar To study the impact of MALL in improving speaking skills and its viability to bring your own device approach (BYOD).25 first year undergraduates in Electronics and Communication Engineering Course.The use of mobile phones and technologies attracts and motivate students to learn speaking with flexibility in which it greatly improved that skill.
Seraj et al. (2020) [63]Scopus, ERIC To investigate learners’ readiness in using smartphones and the problem they encountered while learning oral English communication skills in an EFL context. 61 Bangladeshi undergraduates from a private university. The students have high levels of readiness to use smartphones during the learning of oral activities as it was exciting. Their fear and anxiety towards speaking decreased.
Al-Mubireek (2020) [73]WoSTo investigate the effectives of smartphones and tablets for language teaching purposes. 127 English teachers at a university in Saudi Arabia.Majority of the teachers said that they used these devices to develop students’ speaking skills and they also mentioned that teachers only served to facilitate learning (students centered).
Chaya et al. (2020) [64]ERIC To investigate the effects of Movie-Based Mobile Learning (MBML) instruction in improving speaking skills, intercultural communicative competence (ICC) and to examine students’ attitude towards MBML.32 first year undergraduate Thai students.MBML developed and improved students’ speaking skills and ICC. They also have positive attitudes towards this approach. They were able to think and deal with problems from the task on their own as well as to practice real authentic language.
Juniardi et al. (2020) [70]ERICTo compare the effectiveness of computer and MALL on the development of EFL speaking skills. 30 eighth grade students in a state junior high school.Students improved all aspects of the speaking skills. MALL especially smartphones helped students to gain interest and understanding in a stress-free environment.
Arulchelvan et al. (2020) [69]Google Scholar To explore the effectiveness as well as pupils’ insights on the usage of WhatsApp based tasks in developing speaking skills Performance Level (PL).8 primary school Malaysian pupils.There was improvement in pupils’ PL and speaking skills. They were highly motivated, have confidence and became more independent in contributing to the activity.
Lin et al. (2021) [65]Scopus, ERICTo investigate the effectiveness of augmented (AR) reality English mobile course in language learning focusing on vocabulary pronunciation and speaking skills.50 Taiwanese English major junior University students.AR based English mobile course focusing on language skills such as vocabulary pronunciation and speaking skills received positive feedback from the students as it increased learning interests and motivation of which it became effective in learning.
Zemlyanova et al. (2021) [66]ScopusTo examine the effectiveness of mobile based Voice Thread (VT) application for the development of English speaking skills. 44 full time Russian bachelor’s degree students in non-linguistic departments.The VT application was engaging and motivating in developing speaking skills and it also provided personal development.
Huang (2021) [67]Google Scholar To examine the effectiveness of collaborative (smartphone based video-making) vlog projects in EFL students’ speaking performances and their experiences 65 university students majoring in Translation Students’ speaking scores were higher than the pre-test. There was evidence of learners’ autonomy whereby students played an active role in engaging learning as part of the collaborative vlogging process.
Abdullah et al. (2022) [71]Google Scholar To determine whether the use of WhatsApp Voice Messaging could help in developing confidence in speaking English 21 form two students from an urban primary school in Malaysia The participants in the study were at ease and comfortable in speaking English using the WhatsApp Voice messaging application, as well as having their confidence built through enjoyment and positive feelings towards the process of learning.
Table
Table 4. Affective Variables constructed by MALL that affect learners’ readiness in English speaking skills.
Table 4. Affective Variables constructed by MALL that affect learners’ readiness in English speaking skills.
Affective VariablesStudy
Motivation [56,59,60,61,62,65,66,69,70]
Confidence[55,56,61,69,71,72]
Anxiety[54,58,63,70]
Learners’ control[54,57,59,61,64,67,68,73]
Table
Table 5. Types of MALL platforms used in learners’ readiness to speak in English.
Table 5. Types of MALL platforms used in learners’ readiness to speak in English.
TypeExamples
Video-based applicationsYouTube [64]
Video recording [54,67,72]
Video-editing app [62]
Multimedia Flash Animation app [70,72]
Augmented Reality (AR) app [65]
Speaking applicationsSpeech to text transcription app [72]
You speak, then I speak: A PDA [68]
Voice recording app [62]
English pronunciation app [60,62]
Voice Thread (VT) app [66]
Shadowing app [56]
Social Networking Sites (SNS)WhatsApp [57,61,62,63,69,71]
Instagram [59]
Facebook [63,73]
Flipped Interaction Chat app [58]
Social media podcast [55]
Search engines Google [73]
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Zhen, L.S.; Hashim, H. The Usage of MALL in Learners’ Readiness to Speak English. Sustainability 2022, 14, 16227. https://doi.org/10.3390/su142316227

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Zhen LS, Hashim H. The Usage of MALL in Learners’ Readiness to Speak English. Sustainability. 2022; 14(23):16227. https://doi.org/10.3390/su142316227

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Zhen, Ling Sue, and Harwati Hashim. 2022. "The Usage of MALL in Learners’ Readiness to Speak English" Sustainability 14, no. 23: 16227. https://doi.org/10.3390/su142316227

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