Journal International of Lingua and Technology

MOBILE-ASSISTED LANGUAGE LEARNING (MALL) FOR ENGLISH LEARNERS: AN INVESTIGATION OF ITS IMPACT ON VOCABULARY ACQUISITION

2026-02-13T21:46:59+07:00

Mobile technologies have become increasingly integrated into educational contexts, offering new opportunities for language learning beyond traditional classroom boundaries. In English language education, vocabulary acquisition remains a fundamental yet persistent challenge, particularly when learning opportunities are limited to formal instructional settings. Mobile-Assisted Language Learning (MALL) has emerged as a promising approach that enables flexible, repeated, and learner-centered vocabulary practice through mobile devices. This study aims to investigate the impact of MALL on vocabulary acquisition among English learners. A quasi-experimental research design was employed, involving an experimental group using mobile-based vocabulary learning applications and a control group receiving conventional vocabulary instruction. Data were collected through standardized pretest and posttest vocabulary assessments and supported by learning activity records. Statistical analyses were conducted to examine differences in vocabulary gains between groups. The results indicate that learners who engaged in MALL achieved significantly higher vocabulary gains than those in the control group. The findings also reveal that consistent engagement with mobile learning activities contributed to more stable and sustained vocabulary development. The study concludes that MALL is an effective instructional approach for enhancing vocabulary acquisition in English language learning contexts. Integrating mobile-assisted vocabulary learning into instructional practices can support improved learning outcomes and provide learners with greater autonomy and access to language input.

THE IMPACT OF GAMIFICATION ON STUDENT ENGAGEMENT AND ARABIC LANGUAGE PROFICIENCY: A CASE STUDY IN ARABIC AS A FOREIGN LANGUAGE (AFL)

2026-04-17T22:08:19+07:00

The teaching of Arabic as a Foreign Language (AFL) presents significant challenges, particularly in terms of student engagement and proficiency. Traditional instructional methods often struggle to maintain student interest, leading to suboptimal learning outcomes. Gamification, the integration of game elements into educational settings, has emerged as a potential solution to enhance both engagement and learning outcomes. This study aims to explore the impact of gamification on student engagement and Arabic language proficiency. A mixed-methods approach was employed, with 60 undergraduate students randomly assigned to either a gamified or a traditional learning group. The experimental group engaged in a gamified learning environment, incorporating points, leaderboards, and interactive tasks. Data were collected through pre- and post-tests measuring language proficiency, a student engagement questionnaire, and qualitative interviews. The results indicated that the experimental group demonstrated significantly higher improvements in language proficiency, particularly in speaking and writing, compared to the control group. Engagement levels were also notably higher in the gamified group, as evidenced by their increased participation and motivation. The findings suggest that gamification is an effective tool for enhancing student engagement and proficiency in AFL, offering an innovative approach to language learning. Further research is needed to explore the long-term effects of gamification and its applicability across different educational contexts.

TECHNOLOGY FOR INCLUSIVE ARABIC LANGUAGE EDUCATION: ADDRESSING THE NEEDS OF SPECIAL EDUCATION ARABIC LEARNERS

2026-04-21T22:42:43+07:00

Inclusive education has gained increasing attention as a critical factor in ensuring all students, including those with special educational needs, have access to quality learning experiences. Arabic language education, in particular, presents unique challenges for special education learners due to its complex script, grammar, and phonology. Technology has been suggested as a solution to support these learners by providing tailored, adaptive learning experiences. This study investigates the role of technology in enhancing Arabic language learning for special education students. The research aims to identify how assistive technologies, such as text-to-speech tools, interactive apps, and gamified learning environments, can improve both student engagement and language proficiency. A mixed-methods approach was employed, including pre- and post-test assessments of language proficiency, a student engagement survey, and qualitative interviews with students and teachers. The findings indicate that the experimental group, which utilized technology-enhanced tools, showed significant improvements in language proficiency and higher levels of engagement compared to the control group using traditional methods. This study concludes that technology offers substantial benefits in creating more inclusive and effective Arabic language education environments for special education learners. The integration of adaptive learning technologies is essential for supporting students with disabilities and fostering their academic success.