Implementing Interactive Language Learning Mobile Apps in Higher Education: Students’ Perceptions and Perspectives
Keywords:
Mobile-Assisted Language Learning (MALL); Automated Feedback System; Digital Education; Higher Education; Students’ PerceptionAbstract
The study examined students’ perspectives and perceptions about a new interactive mobile learning application experience developed in alignment with Oman 20-40 vision to shift to digital education. ENGL150152 intercative app was created to improve vocabulary learning and reading comprehension. As a result of Oman Vision 2040, higher education institutions are increasingly adopting technology-enhanced education. Known for its flexibility and ability to overcome time and distance constraints, Mobile-Assisted Language Learning (MALL) has become a key tool in this digital transformation. This study evaluated the effectiveness of an interactive language learning mobile app that works with an automated feedback system. This study employed a mixed method exploratory design. A nine-component assessment framework was used to assess the effectiveness of ENGL150152 application from student's perceptions and perspectives. Data were collected through online surveys distributed to 780 English language students at a higher education institution in Oman. Descriptive Statistics revealed that while dissatisfaction with traditional teaching methods is widespread, students showed high levels of satisfaction with the app’s versatility, interactivity, usability, inclusivity, sustainability, immediate feedback, adaptability, and flexibility. Nonetheless, the results suggesteded updating the mobile app to maximize flexibility and offline accessibility and integrating more AI-driven tools to enhance personalization. The study highlighted that Oman needs a significant shift from traditional to digital education.
https://doi.org/10.26803/ijlter.24.8.41
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