MALL in a challenging EFL context: Can it really enhance L2 vocabulary learning?

Abstract

This study seeks to extend the application MALL to a challenging EFL context—Iraq—examining its effectiveness in enhancing vocabulary learning in EFL classes. These classes are characterized by overcrowded and poorly equipped facilities, students motivated primarily by exam scores, and teaching is textbook-centred and examination-oriented. It employs a mixed methods approach to evaluate the effectiveness of a self-developed application designed to enhance vocabulary learning through vocabulary learning enhancement principles (involvement, spacing, multimedia, and gamification). Over a five-week period, 131 secondary school students (aged 15-16) from two schools in Iraq participated. Within each school, students were randomly assigned to either a control group or a treatment group. However, the implementation of the experiment varied between the two schools. In the first school (S1), students were incentivized to complete tasks on the application, with progress monitored for rewards. In the second school (S2), students were only encouraged to complete the tasks without additional incentives. Statistical analysis revealed that students in the treatment group at S1 performed better than their peers in the control group. However, they were only able to retain 19 out of the 54 target vocabulary items whereas control group retained 4. In S2, no significant difference was observed between the treatment and control groups with each retaining 5 items. Follow-up interviews with teachers revealed that while the material was gamified and interactive, students still required a reward system to remain motivated. Despite this, MALL proved beneficial for teachers by enabling them to provide feedback to overcrowded classes and offering multimedia resources.