The MALL Effect on EFL Learners’ Attitudes, Cognitive Load, and Performance in Learning Pronunciation

Document Type : Original Article

Authors

1 Assistant Professor of Applied Linguistics, English Department, Faculty of Human Sciences, Azarbaijan Shahid Madani University, Tabriz, Iran

2 M.A. in Applied Linguistics, English Department, Faculty of Human Sciences, Azarbaijan Shahid Madani University, Tabriz, Iran

Abstract

The integration of technology into education, especially in English Language Teaching (ELT), has transformed learning experiences, fostering increased engagement, motivation, and improved outcomes. Mobile-Assisted Language Learning (MALL) has emerged as a promising tool within this paradigm, offering unique opportunities for language learners. This study examines the impact of MALL on the attitudes, cognitive load, and performance of Iranian EFL learners. The participants were divided into treatment and control groups, with the treatment group using the ELSA app for pronunciation improvement. Data were collected through questionnaires, interviews, and pronunciation assessments. The findings revealed that learners had a positive attitude towards pronunciation learning via MALL, experienced a reduction in cognitive load, and demonstrated a negative correlation between cognitive load and pronunciation performance.
The integration of technology into education, especially in English Language Teaching (ELT), has transformed learning experiences, fostering increased engagement, motivation, and improved outcomes. Mobile-Assisted Language Learning (MALL) has emerged as a promising tool within this paradigm, offering unique opportunities for language learners. This study examines the impact of MALL on the attitudes, cognitive load, and performance of Iranian EFL learners. The participants were divided into treatment and control groups, with the treatment group using the ELSA app for pronunciation improvement. Data were collected through questionnaires, interviews, and pronunciation assessments. The findings revealed that learners had a positive attitude towards pronunciation learning via MALL, experienced a reduction in cognitive load, and demonstrated a negative correlation between cognitive load and pronunciation performance.

Keywords

References

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Applied Linguistics Inquiry
Volume 3, Issue 2
September 2025
Pages 158-174

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  • Receive Date: 06 December 2024
  • Revise Date: 13 May 2025
  • Accept Date: 02 June 2025

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