The Role of Mobile Assisted Language Learning (MALL) Applications in Supporting Vocational High School Students’ English Learning Consistency

Abstract

This study explores the perceptions of vocational high school students regarding the use of Mobile Assisted Language Learning (MALL) applications in supporting their English learning consistency, and the factors students report as supporting or hindering that consistency. Using a qualitative descriptive design, data were gathered through semi structured interviews in Bahasa Indonesia with five Grade XI students at a vocational high school in West Java, Indonesia, purposively selected to represent diverse study programs. Interview data were supported by non participant classroom observation conducted across three sessions. Thematic analysis following Braun and Clarke (2006) revealed that student perceptions of MALL varied: some students responded positively due to gamification features and scheduling flexibility, while at least one student preferred direct teacher led instruction. Three in app mechanisms were reported as consistency triggers: gamification elements (streaks and leaderboards), push notifications, and flexible access. Students reported that internal factors, particularly career related goals and enjoyment, and external factors, academic requirements and peer competition, shaped their engagement patterns. Key barriers included technical constraints (internet costs and device storage) and personal challenges (fatigue, content repetition, and time management). As a small scale, cross sectional qualitative study, findings reflect the reported experiences of five participants and should not be generalised. These results suggest that MALL may support self reported consistency, but its integration requires pedagogical strategies that address students’ individual barriers alongside technical access.