The Impact Of Mobile Assisted Language Learning (Mall) On The University Of Tabuk Learners’ Autonomy Considering The Kingdom Of Saudi Arabia’s Vision 2030

Abstract

Mobile-Assisted Language Learning (MALL) allows students to engage in new learning paradigms outside the traditional classroom setting. This increases their learning autonomy by giving them more flexibility and alternatives for language learning in terms of both language content and delivery methods. This research investigated the effect of Mobile-Assisted Language Learning (MALL) on the autonomy of the University of Tabuk Institute of Languages’ Learners. To this aim, sixty learners from the University of Tabuk Institute of Languages in Tabuk were chosen. They were then randomized into two groups: experimental and control groups. Participants completed the Oxford Test of English (OTE) to ensure that all learners were homogenous. The implementation of the proficiency examination revealed that the two groups had equivalent general English knowledge. This study used a five-point Likert scale questionnaire, and data were collected and analyzed using ANCOVA in SPSS 18.0. This study adopted a quasi-experimental (Non-equivalent Comparison) design with a pre-and post-test. The same teacher taught the two groups and used identical materials over thirty-five sessions. The English learning software (Rosetta Stone) was introduced to the experimental group's resources after being installed on iPads and delivered to the experimental group. This research demonstrated that the implementation of MALL had a substantial impact on the enhancement of learners’ autonomy. Therefore, MALL seemed beneficial for fostering English as a foreign language (EFL) students’ autonomy in general and the University of Tabuk Institute of Languages’ learners in particular. This study's findings have significant implications for foreign language curriculum designers and language teachers.