An Empirical Study on Vocabulary Recall and Learner Autonomy through Mobile-Assisted Language Learning in Blended Learning Settings

Oct 15, 2026

Study examines the effectiveness of Mobile-Assisted Language Learning (MALL) for English L2 from two angles: learning gains and learner autonomy. Prior research suggests media-supported L2 learning activates learning processes, improving recall of target vocabulary, while mobile-based learning can strengthen autonomy when tasks and goals are fixed. The study tests whether pairing mobile-assisted engagement with a classroom writing course improves L2 lexical mastery for better writing performance and increases autonomy. For Japanese undergraduates (n=94), three-week writing practice compared mobile and non-mobile groups, followed by vocabulary tests and a learner autonomy questionnaire assessing attitudes toward autonomous learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Introduction

Advantages of MALL

Learner Autonomy in Blended Learning Settings

calico journal (online) issn 2056–9017 Article An Empirical Study on Vocabulary Recall and Learner Autonomy through Mobile‑Assisted Language Learning in Blended Learning Settings Takeshi Sato 1, Fumiko Murase2, and Tyler Burden3 Abstract This study aims to examine the efficacy of Mobile-Assisted Language Learning (MALL) of English as a foreign or second language (L2) through two perspectives: learning gain and learner autonomy. Previous studies have shown that L2 learning combined with media could activate the learning processes, resulting in an easier recall of the target vocabulary required in L2 . In addition, mobileassisted L2 learning could also enhance autonomous learning inasmuch as successful MALL would have to rely mainly on the autonomous learner even in learning contexts where the goal and task are already fixed. Based on this standpoint, the study hypothesizes that the engagement in L2 learning with mobile devices along with a classroom-based writing course could make L2 learners not only achieve the target L2 lexis effectively, leading to better L2 writing performance, but also help them to be more autonomous even in a setting when the task and goal are fixed. To test this hypothesis, both empirical and questionnaire studies were conducted for Japanese undergraduates (n=94). Based on the results of three weeks of L2 academic writing practice between groups learning with and without mobile devices, the findings ofour t-test analyses of Affiliations 1Tokyo University of Agriculture and Technology, Japan. email: [tsato@cc.tuat.ac.jp](tsato@cc.tuat.ac.jp) [2](2Ryukoku University)[Ryukoku University](2Ryukoku University), [Japan](Japan). email: [fmurase@econ.ryukoku.ac.jp](fmurase@econ.ryukoku.ac.jp) [3](3Meisei University)[Meisei University](3Meisei University), [Japan](Japan). [email: ](email: burden.tyler@meisei-u.ac.jp)[burden.tyler@meisei-u.ac.jp](email: burden.tyler@meisei-u.ac.jp) calico journal vol 37.3 2020 254–276 [https://doi.org/10.1558/cj.40436](https://doi.org/10.1558/cj.40436) ©2020, equinox publishing Takeshi Sato, Fumiko Murase, and Tyler Burden 255 learners’ vocabulary recall and a questionnaire survey about learner autonomy suggested that MALL significantly contributed not only to L2 vocabulary recall in comprehensive and productive tests, but also to enhancing positive attitudes towards autonomous learning. Keywords:mobile-assisted language learning; vocabulary recall; academic writing; learner autonomy; motivation; blended learning. 1. Introduction 1.1 Advantages of MALL Along with the rapid spread of mobile devices, the advantages of MobileAssisted Language Learning (MALL) have been advocated. Many of the studies claim that the MALL advantage lies in multimodal interfaces of such media as pictures, animation, and sound (Sato & Suzuki, 2010; Sato, 2016; Yeh & Wang, 2003). Sato, Matsunuma and Suzuki (2013), for example, demonstrate that prompt feedback of a mobile learning application can enhance the automatization of vocabulary recall, allowing the vocabulary to be reapplied toward reading activities and thus leading to successful L2 reading comprehension. Mobility is also defined as one of the MALL advantages. As Laurillard (2007) claims, the mobility of digital technologies provides learners a wide range of choices of what, when, and how to learn; MALL offers different ways of learning from that in a classroom. Several recent studies support the benefits of MALL, especially on L2 vocabulary learning and the positive learning effects (Burston, 2015; Çakmak & Erçetin, 2018; Chen, Liu, & Huang, 2019; Loewen et al., 2019; Rosell-Aguilar, 2018). The successful L2 learning that these previous MALL studies demonstrated, however, might have failed to consider what is happening to learners when engaging in MALL. Therefore, the concept of the agency (Pachler, Bachmair, & Cook, 2010) or autonomy (Holec, 1981) of learners seems to be vital in making MALL a more po

FAQs

What does the study evaluate about MALL in this research?

It evaluates MALL’s effectiveness through learning gain (vocabulary recall and writing performance) and learner autonomy, including attitudes toward autonomous learning.

How is learner autonomy defined in the study?

Learner autonomy is defined as the ability to take charge of one’s own learning, including taking responsibility for decisions about objectives and evaluation of what has been acquired.

How was the research conducted to test the hypothesis?

The study used empirical and questionnaire methods with Japanese undergraduates (n=94), comparing three weeks of academic writing practice with and without mobile devices, then using vocabulary tests and an autonomy questionnaire.

Oct 15, 2026

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