TEACHERS’ PERCEPTIONS OF USING MOBILE-ASSISTED LANGUAGE LEARNING (MALL) TO FOSTER INDEPENDENT ENGLISH LEARNING

Authors

  • Hari Mukti Manullang Universitas Negeri Medan
  • Neni Afrida Sari Harahap Universitas Negeri Medan
  • Karunia Devi Frida Universitas Negeri Medan

Keywords:

Mobile-assisted Language Learning, Teacher Perception, Learner Autonomy, Independent Learning, English Education

Abstract

Mobile-Assisted Language Learning (MALL) offers significant potential for fostering learner autonomy, yet teachers’ perceptions of its effectiveness remain underexplored, particularly in Indonesia. This qualitative study investigates how English teachers at SMK Swasta Pariwisata Medan perceive MALL as a tool to promote independent learning.  Data from semi-structured interviews revealed that teachers value apps like Kamusku and Duolingo for vocabulary and listening practice but face challenges including technological disparities and student distractions. Findings suggest that strategic scaffolding and teacher training are critical to maximize MALL’s benefits in low-resource contexts. The study contributes to debates on technology-mediated autonomy and offers practical insights for EFL educators in similar settings.

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Published

2025-06-16

How to Cite

Mukti Manullang, H., Afrida Sari Harahap, N., & Devi Frida, K. (2025). TEACHERS’ PERCEPTIONS OF USING MOBILE-ASSISTED LANGUAGE LEARNING (MALL) TO FOSTER INDEPENDENT ENGLISH LEARNING. Global Research and Innovation Journal, 1(2), 921–925. Retrieved from https://journaledutech.com/index.php/great/article/view/242

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