The role of mobile assisted language learning (MALL) on learners' speaking skills: Its impacts on learner autonomy and motivation as an extramural English activity

Technological advancements have led to the creation of smaller and more portable devices like smartphones; thus, language education opportunities have significantly increased with these improvements. The use of mobile applications for language practice is called Mobile-Assisted Language Learning (MALL). The current study aims to explore the impact of MALL on motivation, autonomy, and the development of speaking skills in extramural settings. It adopts a mixed-methods approach. To this end, quasi-experimental and case study research designs were used. The participants were 22 10th-grade students studying at a public high school in İstanbul. The quantitative data consisted of speaking test results and questionnaire answers from 22 participants, while the qualitative data consisted of semi-structured interview answers from 14 volunteered interviewees. For the eight-week treatment process, 11 students were assigned to the experimental group, who used ELSA and Praktika applications to improve their speaking skills. The other 11 students were assigned to the control group, who were exposed to the traditional methods for speaking practice. Regarding their speaking achievement, the results suggested no statistically significant differences between the two groups after the treatment, although the experimental group performed slightly better. Regarding the impact of MALL on motivation and learner autonomy, quantitative analysis results showed no significant differences before and after the treatment. On the other hand, six interviewees reported enhanced motivation, and four reported improved learner autonomy following the treatment. When the two groups were compared regarding motivation and learner autonomy, quantitative analysis results showed no statistically significant differences. Regarding participants' opinions, the experimental group had mostly favorable opinions on MALL. In contrast, the control group was averse to favorable towards MALL after the treatment. Overall results indicated that MALL could be a suitable solution for certain obstacles in language learning classrooms. Keywords: Mobile-Assisted Language Learning (MALL), speaking skill, motivation, learner autonomy