Exploring the impact and acceptance of a Mobile-Assisted Blended Learning (MABL) approach on EFL listening and speaking skills at the tertiary level in China

Abstract

In the era of globalization, English listening and speaking skills are paramount in fostering effective international communication. Despite notable advancements in tertiary-level English language education in China, there remains a substantial gap in the auditory and verbal competencies of students, particularly in subskills such as understanding conversational implicatures for listening and linguistic accuracy and complexity (AC), utterance length and fluency (LF), and language flexibility and appropriateness (FA) for speaking. This research aimed to assess the impact of the Mobile-Assisted Blended Learning (MABL) approach on these vital skills and to explore students' acceptance post-intervention. Utilizing a mixed-methods design, the study involved 72 participants, divided into experimental (MABL) and control (traditional methods) groups. Data collection encompassed questionnaires, pre- and post-intervention assessments, alongside online and offline observations and semi structured interviews. The findings from the 14-week intervention revealed that students in the experimental group significantly outperformed their peers in the control group in standardized tests of listening and speaking (both p-value < 0.05). Furthermore, the qualitative data indicated a higher level of satisfaction and intrinsic motivation among students engaged with the MABL approach, attributed to the interactive and flexible nature of the learning environment provided by this pedagogical method. These results underscore the efficacy of MABL in improving English auditory and verbal skills, highlighting its potential to provide a more engaging and effective educational experience. However, detailed analysis of specific speaking subskills revealed mixed outcomes: significant improvements (p < 0.001) were only noted in the LF subskill between the two groups post-intervention, yet no significant difference (p = 0.136 >0.05) was observed in the AC subskill within the experimental group. These findings suggest that while the MABL approach generally addresses the challenge of underdeveloped listening and speaking proficiencies due to limited classroom interaction and outdated pedagogical methods, and boosted students motivation and engagement in the learning process, it requires further refinement in certain detailed areas to maximize its overall efficacy. Therefore, on one hand, educators are encouraged to adopt innovative teaching practices and integrate new technologies. Policymakers should support such initiatives by facilitating the necessary conditions for technology-enhanced learning environments. On the other hand, the occurrence of non-significant results in certain subskills underscores the complexity of English skill development, suggesting that future research should comprehensively evaluate the impact of MABL approach and further extend its application into broader educational settings, while exploring its integration within different linguistic contexts.