Speaker
Description
The rapid advancement of mobile technology has deeply influenced contemporary educational practices, particularly in the field of language learning. This study investigates the implementation and effectiveness of Mobile-Assisted English Learning (MAEL) among high school students in a public schools. The basic objective is to examine the extent to which mobile applications and digital tools contribute to the development of students’ English language skills, with a specific focus on vocabulary acquisition, listening comprehension, and learner engagement.
A mixed-methods research design was employed, involving 120 students of grades 10th to 12th. Participants engaged in structured English learning activities facilitated by mobile applications, online resources, and collaborative digital platforms over a 12-week instructional period. Data were collected through pre- and post-intervention assessments, learner attitude surveys, and semi-structured interviews. Quantitative findings illustrated statistically significant improvements in vocabulary retention and listening comprehension scores, while qualitative data showed heightened learner motivation, increased accessibility to language resources, and a preference for interactive, multimedia-based instructional content.
Though there are minor challenges related to device accessibility and internet connectivity, the study concludes that mobile-assisted learning environments effectively complement traditional classroom instruction and encourage learner autonomy. It is recommended that English language educators and curriculum developers consider integrating mobile learning strategies to enhance instructional delivery and promote sustained language proficiency in digitally enriched educational settings. These findings hold pedagogical implications for the design of technology-enhanced language learning frameworks in secondary education contexts.
Biography
My full name is Phan Thai Thi Le Thu, an English teacher at Van Canh Ethnic Boarding Secondary School in Binh Dinh province, where I have been teaching for nearly 20 years. Most of my students belong to ethnic minority groups and face significant challenges in learning English alongside their mother tongue and the national language. Recognizing these difficulties, I focus on creating supportive and practical teaching methods to help students improve their language skills and build confidence in using English.
Throughout my career, I have been committed to exploring innovative approaches to language instruction. My recent study examines the use of mobile-assisted applications to enhance English proficiency among high school students. It highlights how such tools can support the development of linguistic skills, promote learner autonomy, and boost engagement, while also addressing issues of technological access and effective integration into the classroom. I am passionate about making English education more inclusive, especially for students in disadvantaged and multicultural settings.
