Mobile Application Use in English Language Learning at English Education Department Universitas Borneo Tarakan

Abstract

Mobile applications offer adaptable, interactive, and accessible tools that improve the learning experience for English language learners by providing tailored practice, immediate feedback, and multimedia materials at any time and location. This article examines the research findings about the use of mobile applications in English language acquisition at the English Education Department of Universitas Borneo Tarakan. The researchers analysed the implementation and efficacy of mobile applications in English language acquisition, along with students' perspectives after utilizing these applications for learning English. The research employed a convergent parallel mixed techniques design. The researchers gathered qualitative and quantitative data to provide thorough and significant conclusions. The subjects of this study comprised 39 students from the English Education department at Universitas Borneo Tarakan. The data collected in this research included a document analysis form, tests (pre-test and post-test), an observation sheet, and an interview guideline. The data was analysed statistically using a paired t-test and qualitatively by coding. The implementation of mobile application use in English language learning was conducted in four meetings with four different mobile applications (Duolingo, Cake, Elsa, and Busuu). Paired t-test finding showed that the two-tailed P value was less than 0.0001. By conventional criteria, this difference is considered to be extremely statistically significant, which means that the use of mobile application in teaching of speaking skill can help the students improve their skill. Students typically have favourable views regarding the utilization of mobile applications for English language acquisition, highlighting advantages such as accessibility, flexibility, involvement, and improved language proficiency. Mobile applications offer students avenues for autonomous learning, immediate feedback, and engagement with genuine content, thereby enhancing their listening, speaking, and vocabulary proficiency. Nonetheless, difficulties such the absence of in-person interaction, insufficient content for advanced learners, and possible diversions from other applications must not be disregarded. Instructor assistance is crucial for optimizing student utilization of mobile learning resources and for incorporating mobile applications into a holistic educational framework.