Exploring the Efficacy of Mobile-Assisted ESL Writing Instruction in Malaysian Secondary Schools

Abstract

This paper presents a critical exploration of the potential and challenges of Mobile-Assisted Language Learning (MALL) for English as a Second Language (ESL) writing instruction, specifically in Malaysian secondary schools. Despite MALL's recognized benefits including resource accessibility, personalized learning, and real-world context learning, its role in teaching writing skills to ESL learners remains under-investigated. A comprehensive literature review reveals challenges like digital literacy, technology access, and the quality and relevance of pedagogical design, alongside complexities intrinsic to ESL writing instruction. The efficacy of MALL in teaching writing is varied, influenced by technology usability, activity relevance and difficulty, and learners' prior mobile learning experiences. A distinct research gap exists in the application of MALL in Malaysian secondary schools, with a dearth of knowledge on the specific factors affecting its implementation. The critical roles of teachers, sociocultural dynamics, and policy considerations are discussed as influential for successful MALL integration. The paper concludes by stressing the need for a nuanced, comprehensive understanding of these complexities and advocates for future research to adopt a critical approach, examining the intersecting pedagogical, socio-cultural, and policy factors that influence MALL's effective implementation.