Students’ Perspectives on Mobile-Assisted Language Learning (MALL) for IELTS Preparation - Evidence from a Private University in Islamabad

Sep 27, 2026

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This study explores how undergraduate and postgraduate students at a private university in Islamabad, Pakistan use Mobile-Assisted Learning (MALL) tools to prepare for IELTS, emphasizing learner experiences across the full IELTS test rather than isolated skills. A mixed-method approach gathers utilization patterns and challenges from 25 survey participants and deepens insights through interviews with 10 participants. Results identify strengths such as flexibility, improved access, and opportunities for authentic input, alongside limitations including differences in feedback, technology problems, and difficulties managing multiple applications.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Introduction

Role of IELTS and student preparation in Pakistan

MALL features and prior research gaps

Study contribution and research focus

Students’ Perspectives on Mobile-Assisted Language Learning (MALL) for IELTS Preparation: Evidence from a Private University in Islamabad Journal of Language, Literature and Critical Humanities 2026, Vol. 2(1) 34-47 © The Author(s) 2026 [https://illcr.com/index.php/jllch/article/view/23](https://illcr.com/index.php/jllch/article/view/23) [https://doi.org/10.5281/zenodo.22058374](https://doi.org/10.5281/zenodo.22058374) Taimur Malik1 Muhammad Salman Khattak2 Aqsa Sabir3 Abstract This study explores the utilization of Mobile-Assisted Learning (MALL) tools for IELTS preparation among undergraduate and postgraduate students at a private university in Islamabad, Pakistan, while taking into consideration the overall experiences of learners in IELTS tests, which have not yet received consideration in many studies. It is observed in many studies that researchers restrict their studies to individual areas like listening, speaking, reading, and writing, while in this research, comprehensive information about overall experiences in IELTS tests will be gathered. A mixedmethodological approach has been adopted in carrying out this research, with the goal to gather information about utilization patterns and problems faced while using MALL tools among 25 participants in surveys, while interviews have also been conducted with 10 participants to gain information regarding overall learner perceptions. Findings from this research indicate that there are numerous strengths associated with MALL, such as flexibility, overall learner access, and opportunity to provide authentic input, while limitations include differences in overall feedback, problems in technology, along with overall problems in managing multiple applications Keywords Assisted Language Learning (MALL), IELTS, learner perspectives, Pakistan, mixed methods, integrated skills 1Riphah International University, Islamabad 2Riphah International University, Islamabad 3National University of Modern Languages , Rawalpindi Corresponding author: Aqsa Sabir, National University of Modern Languages, Rawalpindi Email: [aqsay0220@gmail.com](aqsay0220@gmail.com) I. Introduction The International English Language Testing System (IELTS) is regarded as one of the top exams taken by the people across the world to prove their skills in English Language. It covers their communication needs in academic, work and even immigration particularly to English speaking countries. In Pakistan, preparation for IELTS has turned into a key part of the students at colleges and universities especially of those who plan to head overseas for higher studies or to find jobs. Formal IELTS classes cost too much and take up too much time and therefore lots of students now turn to various applications on their mobile devices for learning on their own. Various websites, online podcasts, applications and social media offer assistance to this self-study approach (Khan et al., 2024) . Mobile Assisted Language Learning (MALL) offers these aspirants flexible, accessible, and affordable ways to build up their language skills. It takes advantage of the mobility of smartphones along with their interactivity, and all those multimedia features they possess. Independent of the constraints of time and place, learners can dive into English practice ( Lui & Pie, 2023) . MALL tools offer vocabulary drills, grammar correction, listening activities, speaking practice, and valuable tips on academic writing tasks (Pavlenko et al., 2019) . Although numerous studies point out how MALL boosts single skills in a positive way, not many studies have looked closely at students blending various MALL tools over all four IELTS modules, particularly in grad and undergrad students in Pakistan. The existing studies has frequently treated IELTS skill development in isolation. They have shown, for instance, that vocabulary apps enhance lexical acquisition (Alzatma, 2020) and grammar tools improve writing accuracy (Moenpou

FAQs

What is the main focus of the study on MALL for IELTS preparation?

The study focuses on how students use Mobile-Assisted Learning (MALL) tools for IELTS preparation and how they experience the tools across the overall IELTS test rather than only individual skills.

How was the research conducted?

It uses a mixed-method approach: surveys with 25 participants to capture usage patterns and problems, and interviews with 10 participants to gather broader perceptions.

What strengths and limitations of MALL were reported?

Strengths include flexibility, wider learner access, and opportunities to provide authentic input. Limitations include inconsistent feedback, technology-related problems, and difficulties managing multiple applications.

Sep 27, 2026

Upload by Hazel