Learner Trajectories in Mobile-Assisted English Learning: An Empirical Analysis of Engagement, Interaction, and Learning Behaviour

Abstract

The rapid integration of mobile technologies into higher education has transformed the
ways in which undergraduate learners access, practise, and engage with English language
learning. Mobile-Assisted Language Learning (MALL) provides flexible and learner-centred
opportunities for language practice beyond conventional classroom boundaries. However,
understanding how learners’ engagement, interaction, and mobile learning behaviour
collectively contribute to their English-learning development remains an important area of
empirical investigation. The present study examines learner trajectories in mobile-assisted
English learning among 150 undergraduate students. Data were collected using a structured
MALL questionnaire, measures of learner engagement, interaction and mobile learning
behaviour, pre-test and post-test assessments, and open-ended responses. Quantitative data
were analysed using descriptive statistics, reliability analysis, paired-sample t-test, effect
size, Pearson correlation, and one-way analysis of variance (ANOVA), while qualitative
responses were examined through thematic analysis. The study is designed to determine
changes in English-learning performance and to explore the relationships among
engagement, interaction, and mobile learning behaviour. The findings are expected to
demonstrate the potential of MALL to enhance English-learning performance while fostering
active engagement, learner interaction, and purposeful mobile learning practices among
undergraduate students. The study contributes empirical insights into the role of mobile
technology in supporting flexible, interactive, and learner-centred English language
education in higher education contexts.