Enhancing English Speaking Skills through Mobile-Assisted Language Learning: A Case Study from Saudi Arabia

Abstract

Aims: To investigate the effectiveness of mobile applications for English language speaking skill development among university students in western Saudi Arabia, examining learner attitudes, perceived benefits and challenges of mobile-assisted language learning (MALL), and identifying specific features driving student engagement. Study Design: Descriptive quantitative research approach. Place and Duration of Study: Western Saudi Arabia; duration from January 2024 to September 2024. Methodology: Data was collected through questionnaires administered to 227 English language learners at the university level. The study was framed within Communicative Language Teaching (CLT) and constructivist learning theory. Results: 1. Mobile applications helped learners acquire vocabulary, improve speaking fluency, and build confidence through individualized interactive learning experiences. 2. Duolingo, Hello Talk, and WhatsApp were recognized for their user-friendly design and motivational features. 3. Three main barriers to mobile learning were identified: device limitations, technical skill requirements, and teacher resistance to technology adoption. 4. Mobile technology was found to transform traditional teacher-led passive instruction into student-centered dynamic learning practices. Conclusion: The study demonstrates the potential of mobile applications in English language learning and provides recommendations for formal curriculum integration. It emphasizes the need for teacher training to maximize MALL educational benefits. This research contributes to the digital language learning literature while offering guidance to policymakers, educators, and developers seeking to improve English speaking abilities through mobile technology.