Effectiveness of Mobile-Assisted Language Learning (MALL) Applications in Enhancing Listening and Speaking Skills of Secondary School Learners in Ebonyi South Education Zone

Abstract

This study investigated the effectiveness of Mobile-Assisted Language Learning (MALL) applications in enhancing the listening and speaking skills of secondary school learners in Ebonyi South Education Zone. The study was guided by four research questions and four corresponding null hypotheses tested at a 0.05 level of significance. A quasi-experimental design, specifically the pretest-posttest non-equivalent control group design, was adopted. The population consisted of all senior secondary school students in Ebonyi South, from which a sample was drawn using a multistage sampling technique. The experimental group was exposed to English language instruction through selected MALL applications, while the control group received instruction using the conventional lecture method. Instruments for data collection included a Listening Achievement Test (LAT) and an Speaking Achievement Test (SAT), both validated by experts in English language education and subjected to reliability testing using Cronbach’s alpha, which yielded coefficients of 0.82 and 0.87, respectively. Data were analyzed using mean and standard deviation to answer the research questions, while Analysis of Covariance (ANCOVA) was employed to test the hypotheses. Findings revealed that learners taught with MALL applications demonstrated significantly higher achievement in listening and speaking skills than those taught with the conventional method. Results also indicated that although female students slightly outperformed their male counterparts, the difference was not statistically significant. Furthermore, no significant interaction effect was found between instructional approach and gender on learners’ performance. The study concluded that MALL applications are effective tools for improving listening and speaking skills among secondary school learners, regardless of gender. It therefore recommended that English language teachers incorporate MALL applications into classroom instruction to enhance language proficiency. Additionally, curriculum planners and policymakers should integrate mobile-assisted learning into the English language curriculum and provide adequate training for teachers to maximize its benefits.