Abstract:
This qualitative study investigated how Vietnamese university students utilize mobile applications for
English language learning, addressing a significant research gap in understanding the integration of
mobile learning technologies within Vietnam's higher education context. The research aimed to
explore students' usage patterns, experiences, and the relationship between mobile applications and
formal language instruction. Using a combination of semi-structured interviews, focus group
discussions, observations, and document analysis, the study collected data from 30 university students
across various academic disciplines and proficiency levels. The findings revealed that students
primarily use mobile applications as complementary tools to formal education, with clear preferences
for applications offering immediate feedback and interactive features. Students developed
sophisticated learning strategies, combining multiple applications to address different language skills,
particularly focusing on pronunciation and vocabulary acquisition. The research also identified
challenges in integrating mobile applications with formal education, including limited institutional
support and guidance. These findings have significant implications for educational stakeholders: they
suggest the need for structured integration of mobile applications into a formal curriculum, enhanced
institutional support systems, and better alignment between mobile learning activities and traditional
teaching methods. The results contribute to developing more effective mobile-assisted language
learning strategies specifically tailored to the Vietnamese higher education context.
|
