Improving English Speaking Proficiency Among Non-English Major Learners in Malaysia Through Mobile Language Learning Applications

Abstract

The proliferation of mobile technology has revolutionised language learning, particularly with the advent of mobile language learning applications. This qualitative study investigates the motivations, preferences, and challenges of non-English major learners in Malaysia using mobile language learning apps to improve English speaking proficiency. This study is motivated by the persistent challenge Malaysian non-English major learners encounter in attaining English-speaking proficiency due to limited practice and classroom constraints. Mobile language apps offer versatile platforms with live sessions and personalised learning, addressing these obstacles. Drawing upon the Technology Acceptance Model (TAM) 3, the research explores the participants’ perceptions of usefulness, ease of use, and psychological factors influencing their acceptance of interactive language apps like Duolingo and specialised speaking-focused platforms such as Tandem. Through in-depth interviews with 20 non-English major university students, findings reveal diverse motivations driving app usage, ranging from career prospects to personal enrichment and cultural curiosity. While participants report positive impacts on pronunciation, vocabulary acquisition, and fluency, they also encounter challenges related to pronunciation feedback accuracy, self-discipline, and the limitations of app-based instruction. Recommendations include customising app content to align with individual motivations, enhancing app features to address pronunciation feedback accuracy and motivation issues, and integrating traditional classroom instruction with mobile app-based learning for a more comprehensive language learning experience. This study highlights the importance of accommodating non-English majors’ needs in mobile language learning apps.