Effectiveness Of Adaptive Mobile-Assisted Language Learning (Mall) For Efl Vocabulary Acquisition Among Undergraduate Students

Abstract

This study examines the Adaptive Mobile-Assisted Language Learning (MALL) as a tool that facilitates learning of vocabulary among undergraduate English as a Foreign Language (EFL) students by conducting a secondary data analysis. As institutions have come to rely on digital tools to support their learning, adaptive MALLs have increasingly replaced in-classroom instruction due to its capacity to individualize learning and increase engagement by the learners. This research paper critically analyses research data and results of recent peer-reviewed journals and systematic reviews to review the role of adaptive mobile technologies in the development of a vocabulary.

The secondary type of research design was utilised to extract information out of five modern papers that have been published between 2023 and 2025. These sources gave information concerning the performance of learners before and after the intervention, level of engagement, affordances of the system and the psychological aspect of mobile learning. The results obtained are unanimous; that adaptive MALL tools are very instrumental regarding the acquisition of vocabulary. Pupils subjected to personalized course content and getting immediate feedback demonstrated a higher memory retention capacity, grew motivated, and were more independent in getting educated than their colleagues who entailed the traditional forms.

The identified gains in vocabulary proficiency upon the introduction of adaptive technologies have been demonstrated in the descriptive and inferential statistics, reported in the reviewed literature. Besides, usage analytics and patterns of learner interaction reaffirm the part played by real-time adaptability in enhancing performance. Although it is commented that there are certain issues (like digital preparedness and infrastructure constraints), the overall effect is still quite positive.

The research has practical implications to teachers, app developers and policymakers interested in evidence-based practices in language teaching in the digital-era. It suggests to apply adaptive learning component to the MALL design and sees the necessity of training teachers on quality digital pedagogies. The study needs to be extended to wider linguistic and skills and a long-term learning outcome are to be investigated and the results are to be determined in the future research that could be conducted on large scale secondary data.