Impact of Mobile-Assisted Language Learning on Primary Students’ Reading Skills

Thesis Abstract

This study investigates the impact of Mobile-Assisted Language Learning (MALL) on primary students’ reading skills within a formal classroom setting, addressing concerns about limited access to print-rich environments and variable instructional quality in early literacy development. The problem centers on whether integrating mobile-enabled reading activities can enhance decoding, fluency, vocabulary, and comprehension more effectively than conventional instruction alone. The aim is to determine the effect of a structured MALL intervention on reading outcomes and to elucidate the mechanisms through which mobile tools influence these skills. Specific objectives are to (1) compare reading proficiency gains between students receiving MALL-supported instruction and those receiving traditional instruction; (2) examine changes in decoding, fluency, vocabulary, and comprehension sub-skills; (3) explore teachers’ experiences and instructional practices during MALL implementation; (4) identify student engagement and motivational factors associated with mobile-assisted activities; and (5) propose a scalable model for integrating MALL into primary reading curricula. The study adopts a quasi-experimental, mixed-methods design conducted in three public primary schools over a twelve-week intervention period. A total of 360 pupils in grades 3 and 4 will be recruited and assigned to two experimental groups (two schools implementing MALL) and one control group (one school continuing standard instruction) using intact class randomization, ensuring comparable baseline reading competencies. The quantitative component employs a pretest–posttest design using a validated reading assessment battery that measures decoding (nonword reading), fluency (oral reading rate and accuracy), vocabulary (breadth and depth), and reading comprehension (paragraph-level understanding). Additional data include usage analytics from a classroom-wide mobile platform (frequency, duration, and activity types) and daily teacher-report checklists capturing instructional quality. Reliability and validity of instruments will be established through prior pilot testing (n=60) and Cronbach’s alpha coefficients expected to exceed 0.80 for subscales. Analytical procedures include ANCOVA to compare post-test outcomes across groups while controlling for pre-test scores, multivariate analysis of covariance (MANCOVA) for sub-skill domains, and hierarchical linear modeling (HLM) to account for nested data (students within classes). Regression analyses will examine the contribution of engagement metrics and usage patterns to reading gains. The qualitative component comprises semi-structured interviews with 12 teachers and 30 students from the MALL groups, and 4 focus groups with parents, analyzed thematically to uncover perceived facilitators and barriers, alignment with instructional goals, and contextual factors affecting adoption. Triangulation will integrate quantitative and qualitative findings to illuminate mechanisms of impact and contextual moderators. The study anticipates that the MALL intervention will yield statistically significant improvements in decoding, fluency, vocabulary, and reading comprehension relative to the control condition, with effect sizes in the small-to-moderate range (Cohen’s d ? 0.25–0.60). It is expected that higher engagement with mobile activities, such as adaptive phonics games, interactive e-books, and spaced-repetition vocabulary drills, will predict greater reading gains. Theoretically, the research will be framed by the Technological Pedagogical Content Knowledge (TPACK) framework and Social Cognitive Theory, with Mobile-Assisted Language Learning positioned as a mediating tool that enhances self-efficacy and autonomous practice, thereby facilitating transfer of literacy skills to classroom tasks. The study aims to extend existing knowledge on MALL in primary literacy by providing empirical evidence across a multi-site context, incorporating teacher and parent perspectives, and offering a scalable, evidence-based model for policy and curriculum designers. The expected contribution includes (a) empirical validation of MALL as an effective enhancer of early reading skills in diverse primary contexts, (b) granular insights into which sub-skills respond most to mobile-based interventions and under which instructional conditions, (c) a pragmatic implementation framework detailing device selection, content curation, teacher professional development, data privacy considerations, and assessment alignment, and (d) implications for equitable access to technology-driven literacy supports. The study will conclude with recommendations for integrating MALL into national literacy standards, guidelines for sustainable classroom practice, and directions for future research on long-term literacy trajectories and cross-lacustrine language contexts.