The use of mobile applications to improve listening and speaking skills

Abstract

The improvement of listening and speaking skills in English as a Foreign Language has been a challenge, especially in public high schools where instructional time and individual oral practice are limited. This study examines the extent to which the use of mobile applications was associated with changes in students´ listening and speaking performance as well as learning perceptions of mobile assisted language learning. A convergent mixed-methodology design integrating quantitative achievement data with qualitative learner´s experiences. The intervention was conducted with 21 students from a public high school in Ecuador. The instruments to gather quantitative data were pre and posttests and to get qualitative data were semi-structured interviews and reflective journals. The quantitative data were analyzed using descriptive statistics and the qualitative were examined through reflexive thematic analysis. The quantitative results indicated increases in listening and speaking scores and qualitative findings revealed positive learner perceptions, including enhanced engagement and motivation, decrease listening comprehension difficulties, perceived development of speaking skills, increase confidence and greater learner autonomy. The combination of quantitative and qualitative results showed convergence among data sources, indicating the use of mobile applications was associated with positive learning experiences and observable performance changes within the specific context of the study. However, the results should be interpreted cautiously due to the descriptive nature of the design and the lack of inferential analysis. The study emphasizes the need for further research using more rigorous experimental designs and show how mobile applications can be used as supplemental tools to support oral skills practice.