THE IMPACT OF MOBILE ASSISTED LANGUAGE LEARNING ONTEACHING SPEAKING SKILLS AT INTERMEDIATE LEVEL

Abstract

This study investigates the impact of Mobile-Assisted Language Learning (MALL) on teaching
speaking skills at the intermediate level. The research primarily examines learners’ attitudes toward
the use of mobile devices for language learning and evaluates whether MALL contributes to the
development of speaking proficiency. A quantitative descriptive research design was employed, and
data were collected through structured close-ended questionnaires distributed among 155
intermediate-level English literature students from selected government and private colleges in
Sadiqabad. The data were analyzed using descriptive statistical techniques through SPSS.
The findings reveal that mobile devices are widely utilized for educational purposes, including
vocabulary development, email writing, dictionary access, and language practice. A substantial
majority of respondents perceive mobile-based language learning as a modern and effective
instructional approach. Email writing, in particular, shows a strong positive impact on vocabulary
enhancement, while mobile dictionaries are considered helpful in promoting lexical accuracy and
grammatical awareness. However, although mobile-based activities moderately improve attention to
speaking skills, their direct contribution to speaking proficiency remains comparatively limited.
Additionally, many respondents believe that informal mobile communication may negatively affect the
quality of formal English writing.
The study concludes that MALL has significant potential for vocabulary enrichment and overall
language development, but structured pedagogical integration is necessary to maximize its
effectiveness in improving speaking skills. A balanced approach combining mobile technology with
traditional instructional methods is recommended for sustainable language learning outcomes