University students’ perceptions on the role of mobile-assisted language learning (MALL) in developing listening skills
Keywords:
Active listening, Canvas Student, learning management system, perception, Ethiopian EFLlearnersAbstract
This study examined first-year students’ perceptions of mobile-assisted language learning (MALL) at Bahir Dar University, Ethiopia, focusing on enhancing listening skills through the Canvas Student platform. A descriptive research design and a mixed-methods approach were employed. To this end, a total of 99 students (23 females, 76 males) participated in the study. Quantitative data were collected via a questionnaire, while qualitative data were gathered through observation. The survey results revealed that 96% of the participants agreed that mobile technology is essential for improving their English language learning, academic performance, and overall engagement. Moreover, the results from the observation showed strong student engagement with mobile devices for academic tasks like accessing course materials and collaborating across classrooms, libraries, and outdoor Wi-Fi areas, though non-academic uses such as chatting and social media also posed challenges. The Relative Importance Index (RII) analysis indicated that the participants used mobile devices mainly for sharing course materials (RII = 0.941), accessing dictionaries (RII = 0.927), and reading PDF notes (RII = 0.925). This highlights the need for integrating platforms like Canvas Student into the curriculum. Generally, the study emphasizes MALL’s role in developing listening skills and improving learning outcomes. Therefore, based on the results, it is recommended that English as a Foreign Language (EFL) experts and curriculum designers should integrate mobile technology into EFL instruction to enhance collaboration, accessibility, and lifelong learning.
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