Abstract

This study investigates the effectiveness of mobile language learning applications in improving the speaking fluency of eighth-grade EFL students at MTs Jihhadul Ummah, located in Dompu, West Nusa Tenggara, Indonesia. The research employed a quasi-experimental design with a pre-test and post-test non-equivalent control group. Two classes were selected as samples: the experimental group (VIII A) used ELSA Speak and Duolingo during eight instructional meetings, while the control group (VIII B) received conventional classroom instruction without mobile applications. Data were collected through speaking fluency assessments and analyzed using descriptive and inferential statistics (t-test) via SPSS. The findings revealed that the experimental group achieved a significantly higher post-test mean score (M = 75.8) compared to the control group (M = 62.3), with a significance value of p < 0.05. These results indicate that mobile-assisted language learning (MALL) substantially enhances students’ fluency, pronunciation accuracy, and speaking confidence. Additionally, the use of mobile applications was found to reduce speaking anxiety and increase motivation by providing flexible, self-paced, and low-pressure learning opportunities. The study concludes that mobile applications serve as effective complementary tools to traditional instruction, promoting greater learner autonomy and communicative competence in EFL contexts.

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