THE IMPACT OF MOBILE ASSISTED LANGUAGE LEARNING ON TEACHING SPEAKING SKILLS AT INTERMEDIATE LEVEL

Abstract

This study investigates the impact of Mobile-Assisted Language Learning (MALL) on teaching speaking skills at the intermediate level. The research primarily examines learners’ attitudes toward the use of mobile devices for language learning and evaluates whether MALL contributes to the development of speaking proficiency. A quantitative descriptive research design was employed, and data were collected through structured close-ended questionnaires distributed among 155 intermediate-level English literature students from selected government and private colleges in Sadiqabad. The data were analyzed using descriptive statistical techniques through SPSS.

The findings reveal that mobile devices are widely utilized for educational purposes, including vocabulary development, email writing, dictionary access, and language practice. A substantial majority of respondents perceive mobile-based language learning as a modern and effective instructional approach. Email writing, in particular, shows a strong positive impact on vocabulary enhancement, while mobile dictionaries are considered helpful in promoting lexical accuracy and grammatical awareness. However, although mobile-based activities moderately improve attention to speaking skills, their direct contribution to speaking proficiency remains comparatively limited. Additionally, many respondents believe that informal mobile communication may negatively affect the quality of formal English writing.

The study concludes that MALL has significant potential for vocabulary enrichment and overall language development, but structured pedagogical integration is necessary to maximize its effectiveness in improving speaking skills. A balanced approach combining mobile technology with traditional instructional methods is recommended for sustainable language learning outcomes.