Investigating Malaysian ESL Students' Insights into the Use of Smartphone Apps for Informal Language Learning

Many students utilise mobile-assisted language learning (MALL) applications such as YouTube, TikTok, and Facebook in learning English as a Second Language (ESL). Although there are numerous studies on MALL in the higher education context, there has been a lack of research exploring its potential within the informal learning context in Malaysia. Employing a mixed-methods approach, the present study aimed to investigate how ESL students use MALL to develop their English language skills in informal learning settings and explore their perceptions and attitudes towards using MALL. Quantitative data were obtained through questionnaires filled out by 54 respondents and five interviewees participated in the semi-structured interview. The results of this study revealed that students responded positively towards using mobile apps in learning English. YouTube, TikTok, and Instagram emerged as the most frequently used apps for informal English language learning. The results of this research are expected to provide insights for language educators to incorporate MALL in their English classrooms.

English as a second language, informal learning, higher education, mobile assisted language learning, smartphone apps

1. Albogami, A., & Algethami, G. (2022). Exploring the Use of WhatsApp for Teaching Speaking to English Language Learners: A Case Study. Arab World English Journal (AWEJ) 2nd Special Issue on Covid 19 Challenges (2) 183-201. DOI: https://dx.doi.org/10.24093/awej/covid2.12 [Google Scholar] [Crossref]

2. Alghasab, M. B. (2025). The Use of Smartphone Apps for Informal Language Learning Among EFL Students: Focusing on Students' Choices, Purposes, and Perceptions. Arab World English Journal, 16(4): 64-89. https://dx.doi.org/10.24093/awej/vol16no4.4 [Google Scholar] [Crossref]

3. Ashilah, F.D. et al. 2025. “An Analysis of Factors Impacting Users' Choice of Freemium or Premium Servicesin a Mobile-Assisted Language Learning App”, Electronic Journal of e-Learning, 23(1), pp 66-80,https://doi.org/10.34190/ejel.23.1.3894 [Google Scholar] [Crossref]

4. Azar, A. S., & Nasiri, H. (2014). Learners' attitudes toward the effectiveness of mobile assisted language learning (MALL) in L2 listening comprehension. Procedia - Social and Behavioral Sciences, 98, 1836–1843. https://doi.org/10.1016/j.sbspro.2014.03.613 [Google Scholar] [Crossref]

5. Borasheva, A. (2026). Student engagement and language learning in a flipped ESP classroom: The role of Telegram. Social Sciences & Humanities Open, 13, 102382. https://doi.org/10.1016/j.ssaho.2025.102382 [Google Scholar] [Crossref]

6. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa [Google Scholar] [Crossref]

7. Chaitanya, E. K. (2024). The Use of Mobile Assisted Language Learning (MALL) for the Language Enrichment of Learners at the Graduation Level. Rupkatha Journal 16:4. https://doi.org/10.21659/rupkatha.v16n4.02 [Google Scholar] [Crossref]

8. Chung, B., & Lo, N. (2025). Comparative study of self-regulated English learning through mobile language-learning applications in post-pandemic Hong Kong and South Korea. Smart Learn. Environ. 12, 42. https://doi.org/10.1186/s40561-025-00399-w [Google Scholar] [Crossref]

9. Clorion, F. D. D., Fuentes, J. O., Suicano, D. J. B., Estigoy, E. B., Serdenia, J. R. C., Alejandrino, P., Albani, S. E., Idris, D. L., Paclibar, D. T., Torres-Toukoumidis, A., & Alieto, E. O. (2025). Smartphones and syntax: A quantitative study on harnessing the role of mobile-assisted language learning in the digital classroom and applications for language learning. Procedia Computer Science, 257, 7–14. https://doi.org/10.1016/j.procs.2025.03.004 [Google Scholar] [Crossref]

10. Domingo, A. R. F., Clorion, F. D. D., Lauzon, L. D. S., Tanpoco, M. R., Estigoy, E. B., Torres-Toukoumidis, A., Eijansantos, A. M., Maturan, E. F., Rillo, R. M., Pantaleon, C. E., Francisco, C. I., Delos Santos, M. R., & Alieto, E. O. (2025). Are future teachers 'tech-savvy'? A correlational study on attitudes and perceptions of mobile-assisted language learning in the era of digitalized education. Procedia Computer Science, 263, 147–155. https://doi.org/10.1016/j.procs.2025.07.019 [Google Scholar] [Crossref]

11. Dressman, M., Toffoli, D., & Lee, J. S. (2025). Developing a cross-case, time-ordered analysis of informal language learning from ethnographic narratives. Research Methods in Applied Linguistics, 4(1), Article 100190. https://doi.org/10.1016/j.rmal.2025.100190 [Google Scholar] [Crossref]

12. Duman, G., Orhon, G., & Gedik, N. (2015). Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(2), 197–216. https://doi.org/10.1017/S0958344014000287 [Google Scholar] [Crossref]

13. Durán-Bautista, D. C., & Huertas-Malagón, S. P. (2021). Mobile phones-assisted practice and note-taking in foreign language oral production. International Journal of Mobile and Blended Learning, 13(2), 1–22. https://doi.org/10.4018/IJMBL.2021040104 [Google Scholar] [Crossref]

14. Hou, Z., & Aryadoust, V. (2021). A review of the methodological quality of quantitative mobile-assisted language learning research. System, 100, Article 102568. https://doi.org/10.1016/j.system.2021.102568 [Google Scholar] [Crossref]

15. Jiang, X., Chen, H., Portnoff, L., Gustafson, E., Rollinson, J., Plonsky, L., & Pajak, B. (2021a). Seven units of Duolingo courses comparable to 5 university semesters in reading and listening [white paper]. Duolingo research report DRR-21-03. Retrieved from https://duolingo papers.s3.amazonaws.com/reports/duolingointermediate-efficacy-whitepaper.pdf. [Google Scholar] [Crossref]

16. Jiang, X., Rollinson, J., Chen, H., Reuveni, B., Gustafson, E., Plonsky, L., & Pajak, B. (2021b). How well does Duolingo teach speaking skills [white paper]?. Duolingo research report DRR-21-02. Retrieved from https://duolingo-papers.s3.amazonaws.com/reports/duolingo-speaking-whitepaper.pdf [Google Scholar] [Crossref]

17. Kessler, M., Loewen, S., & Gönülal, T. (2025). Mobile-assisted language learning with Babbel and Duolingo: Comparing L2 learning gains and user experience. Computer Assisted Language Learning, 38(4), 690–714. https://doi.org/10.1080/09588221.2023.2215294 [Google Scholar] [Crossref]

18. Kessler, M., Ferronato, T., Torres Centurion, M. J., Akay, M., & Kim, J. (2025). Mobile-assisted language learning with commercial apps: A focused methodological review of quantitative/mixed methods research and ethics. Research Methods in Applied Linguistics, 4(1), Article 100186. https://doi.org/10.1016/j.rmal.2025.100186 [Google Scholar] [Crossref]

19. Kucuk, T., & Daskan, A. (2024). Mobile Assisted Language Learning (MALL) in Vocabulary: A Study on Tishk Language Preparatory School Students. Arab World English Journal, 15(4): 255- 266. https://dx.doi.org/10.24093/awej/vol15no4.16 [Google Scholar] [Crossref]

20. Levy, M., & Stockwell, G. (2013). CALL dimensions: Options and issues in computer-assisted language learning. Routledge. [Google Scholar] [Crossref]

21. Livingstone, D. W. (2001). Adults' Informal Learning: Definitions, Findings, Gaps, and Future Research. NALL Working Paper #21. Toronto: Centre for the Study of Education and Work, OISE/University of Toronto [Google Scholar] [Crossref]

22. Loewen, S., Isbell, D. R., & Sporn, Z. (2020). The effectiveness of app-based language instruction for developing receptive linguistic knowledge and oral communicative ability. Foreign Language Annals, 53(2), 209–233. https://doi.org/10.1111/flan.12454 [Google Scholar] [Crossref]

23. Lord, G. (2015). “I don't know how to use words in Spanish”: “Rosetta stone” and learner proficiency outcomes. The Modern Language Journal, 99(2), 401–405. https:// www.jstor.org/stable/43650036. [Google Scholar] [Crossref]

24. Shanthi, A., Paramasivam, S., Ling, C. G., & Tong, T. J. (2025). TikTok videos as a catalyst for vocabulary acquisition in tertiary education. International Journal of Social Science Research, 13(1), 1-15. https://doi.org/10.5296/ijssr.v13i1.22287 [Google Scholar] [Crossref]

25. Sudina, E., & Plonsky, L. (2024). The effects of frequency, duration, and intensity on L2 learning through Duolingo: A natural experiment. Journal of Second Language Studies, 7(1), 1–43. https://doi.org/10.1075/jsls.00021.plo [Google Scholar] [Crossref]

26. Sung, Y.-T., Chang, K.-E., & Yang, J.-M. (2015). How effective are mobile devices for language learning? A meta-analysis. Educational Research Review, 16, 68–84. https://doi.org/10.1016/j.edurev.2015.09.001 [Google Scholar] [Crossref]

27. Vesselinov, Roumen, Grego, J., Sacco, S. J., & Tasseva-Kurktchieva, M. (2019). The 2019 rosetta stone efficacy study [white paper]. Retrieved from http:// comparelanguageapps.com/documentation/The2019_RS_FinalReport.pdf [Google Scholar] [Crossref]

28. Yucedal, H.M. (2023). Integrating mobile assisted language learning (MALL) into EFL classes at a tertiary level. Amazonia Investiga, 12(62), 92-14. https://doi.org/10.34069/AI/2023.62.02.7 [Google Scholar] [Crossref]

29. Zheng, X., Ismail, S. M., & Heydarnejad, T. (2023). Social media and psychology of language learning: The role of Telegram-based instruction on academic buoyancy, academic emotion regulation, foreign language anxiety, and English achievement. Heliyon, 9(5), e15830. https://doi.org/10.1016/j.heliyon.2023.e15830 [Google Scholar] [Crossref]

• Methane Emissions from Municipal Solid Waste - Case Study in Cai Rang District, Can Tho City, Vietnam
• Youth Activism, Intentional Integration of Policies to Raise Awareness on Climate Change Action among the Youth
• Breathing Spaces: Environmental & User Experience in Dhanmondi and Zigatola Multistoried Apartments, Dhaka, Bangladesh
• Effects of Solid Waste Disposal on Soil Quality in Makurdi Metropolis, Benue State, Nigeria
• Environmental Impact of Artisanal and Small-Scale Gold Mining in Borgu Local Government Area