The Role of Mobile-assisted Language Learning (MALL) Apps in Fostering Autonomous Learning Habits

Abstract

The rapid proliferation of mobile technologies has transformed the landscape of English Language Teaching (ELT), offering new opportunities to promote learner autonomy beyond the traditional classroom. This study investigates the role of mobile-assisted language learning (MALL) applications, such as Duolingo and Quizlet, in fostering autonomous learning habits among English as a Foreign Language (EFL) learners. Grounded in theories of self-directed learning and metacognitive strategy development, the research examines how features such as personalized feedback, gamification, and flexible access influence learners’ ability to plan, monitor, and evaluate their own learning. A mixed-methods approach was employed, combining survey data, app usage analytics, and semi-structured interviews with undergraduate EFL students. The findings indicate that regular engagement with MALL apps significantly enhances learners’ self-regulation, motivation, and time-management skills. Participants reported increased confidence in setting learning goals and independently practicing language skills, particularly vocabulary and listening. However, the study also identifies challenges, including superficial engagement, over-reliance on gamified rewards, and varying levels of digital literacy. The study concludes that while MALL applications can serve as effective tools for promoting learner autonomy, their impact depends on guided integration within pedagogical frameworks and learners’ awareness of effective learning strategies. The research offers practical implications for educators seeking to incorporate mobile technologies into ELT to cultivate sustainable autonomous learning habits.

Keywords: Mobile-Assisted Language Learning, learner autonomy, English Language Teaching (ELT), self-regulated learning, mobile learning applications, EFL learners, digital learning tools, autonomous learning habits