MOBILE-ASSISTED LEGAL LANGUAGE LEARNING READINESS, BELIEFS, AND ASPIRATIONS AMONG LAW STUDENTS AT GOVERNMENT COLLEGE UNIVERSITY FAISALABAD, PAKISTAN
DOI:
https://doi.org/10.63878/jalt2182Keywords:
MALL, mobile-assisted language learning, legal English, ESP needs analysis, law students, Pakistan, aspirational wants, blended learning, self-directed learning, Technology Acceptance Model.Abstract
This quantitative study explores the readiness, beliefs and aspirational wants of the LLB students (N = 193) of College of Law, Government College University Faisalabad (GCUF), Pakistan. The context of English for Specific Purposes (ESP) and Hutchinson and Waters (1987) three-part needs analysis model was utilized. The MALL has three analytically separate dimensions that are captured by a 6-item 5-point Likert scale instrument: device readiness and navigational comfort, learning beliefs, and aspirational professional wishes focused on courtroom advocacy and problem analysis. Analyses consist of descriptive statistics, Pearson bivariate correlations, one way analysis of variance, independent-samples t-tests, chi-square contingency tests and multiple OLS regression. Results reveal a uniformly high MALL composite mean (M = 3.649, SD = 0.822), with item means of 3.601–3.689 and Agree+ frequencies of 64.2%–68.9%. All 15 pairwise inter-item correlations are significant (r = .429–.665, p < .001). However, ANOVA shows that there is no statistically significant difference between the readiness of students in each proficiency group in MALL (F(2, 190) = 0.90, p = .408), whereas there is statistically significant difference in oral lacks (p = .022) and legal reasoning deficits (p = .018). There was no gender difference revealed (p = .147). The results of the Chi-square are that there is no relation between proficiency and MALL use (χ²(2) = 1.21, p = .546). Multiple OLS regression indicates that the strongest predictor of MALL readiness (R² = .341, β = .483, p < .001) is Section C (perceived curriculum gap). The results found that institution-specific evidence that integration of MALL at the College of Law, GCUF would be appreciated by all its students irrespective of their proficiency or gender and that the integration of MALL at this institution should be based on culturally contextualised and task-based MALL module, which would be grounded in the discourse of Pakistani legal and courtroom discourse.
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