Promoting Autonomous Learning Through Mobile Applications in a Blended English Language Classroom

Mobile Assisted Language Learning (MALL) has been widely implemented by language teachers to succeed lessons in this vast access on technology. However, it is not a simple idea to put into practices due to the lesson preparation, size of the classes and time constrains. Therefore, teachers can also make use of MALL in a blended English language classroom as an alternative to promote effective and autonomous learning environment. A case study was employed to investigate the implementation of MALL in a writing class at the university level majoring on English language education. The stages involved in this study are, namely: 1) identifying the phenomenon, 2) identifying the research participants, 3) generating hypotheses, 4) collecting data, 5) analyzing data, and 6) interpreting data. Twenty-one students were assigned to participate in this research. The result of this study showed that MALL could bring positive vibes in language learning. In addition, learners were more communicative, independent and confident in composing their writing. The features in some mobile applications allowed students to submit paperless assignment. Surprisingly, there were also some glitches when using MALL in a blended English language classroom such as troubles on the Internet connection that caused delayed on the assignment submission.