Theoretical exploration of mobile-assisted language learning and its role in English language vocabulary development

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ID: 309431
2025
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Abstract
This paper examines the Theoretical Exploration of Mobile-Assisted Language Learning and Its Role in English Language Vocabulary Development by drawing on established frameworks including Krashen’s Input Hypothesis, Vygotsky’s Sociocultural Theory, and Constructivist Learning Theory. It synthesizes existing literature to highlight how mobile applications offer personalization, interactivity, accessibility, and immediate feedback factors that align with learner-centered pedagogies. The discussion underscores the practical implications of integrating MALL in formal and informal language learning contexts while addressing gaps such as short-term evaluation of vocabulary gains, limited research on communicative competence, and challenges of equity and digital access. Future directions are suggested, including longitudinal studies on retention, incorporation of artificial intelligence to enhance adaptive learning, and cross-cultural investigations of mobile-based interventions. By framing MALL within broader theoretical and pedagogical perspectives, this paper contributes to ongoing debates on technology-enhanced language learning and provides insights for educators, app developers, and policymakers seeking to optimize vocabulary learning outcomes.
Reference Key
imported_1762721392_6910fe701145d Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Gide Umar Saleh
Journal Aminu Kano Academic Scholars Association Multidisciplinary Journal
Year 2025
DOI
DOI not found
URL
https://akasa.com.ng/ojs/index.php/journal/article/view/94
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