Improving Students’ Speaking Ability Through Loora As Mobile-Assisted Language Learning Application
DOI:
https://doi.org/10.24256/ideas.v13i1.6335Keywords:
Improving, MALL, Speaking Ability, Loora ApplicationAbstract
This study was prompted by the importance of technology in language learning, especially in improving students' speaking abilities. One of the technologies used is the Loora application, a mobile-based language learning (MALL) application that uses AI to provide automatic feedback and simulate everyday conversations. This study investigates how the Loora application improves students' speaking ability. The study population was 9th-grade students at MTs Al-manar in Deli Serdang, North Sumatra, with a sample of 20 students selected through purposive sampling. The research method used was classroom action research, which consisted of two cycles. Data collection was conducted through a pre-test as a diagnostic test, and a post-test was conducted each cycle to measure the improvement of students' speaking ability and interviews to understand students' experience using this application. The results showed a significant improvement in accuracy (pronunciation, vocabulary, and grammar) and speaking fluency. The highest increase occurred in the vocabulary aspect, with a percentage increase of 38.49%, followed by grammar by 22.05% and pronunciation by 17.72%. Meanwhile, speaking fluency increased by 17.57%. From the analysis, the accuracy aspect experienced a higher increase than fluency, where the accuracy score increased by 21.22% and fluency by 17.57%. The interview results confirmed the students' improved speaking skills and highlighted their favorable experiences with the Loora app. They felt more confident in speaking after using Loora, and they appreciated the automatic feedback feature that helped them correct mistakes and better understand English. This positive experience underscores the app's user-friendliness, which is encouraging for both educators and app developers. This research shows that the Loora application can be a learning media that significantly improves students' speaking abilities. Educators are advised to consider using MALL-based technology when teaching languages, as it can enhance students' speaking ability. These findings can potentially be used by application developers to increase the interactive elements of their language learning apps, hence increasing their potency in developing students' speaking abilities.
References
Ahmed, A. A. A., Hassan, I., Pallathadka, H., Keezhatta, M. S., Noorman Haryadi, R., Al Mashhadani, Z. I., Yahya Attwan, L., & Rohi, A. (2022). MALL and EFL learners’ speaking: Impacts of Duolingo and WhatsApp applications on speaking accuracy and fluency. Education Research International, 2022(1), 6716474.
Abdullah, M. I., Masdar, R., Karim, F., Din, M., Zahra, F., Furqan, A. C., ... & Megawati, N. (2022). Improving the Management of School Operational Assistance (SOA) Grants Through Expenditure Governance. Economic and Business Horizon, 1(3), 1-12.
Alharthi, S. M. (2024). Siri as an interactive pronunciation coach: its impact on EFL learners. Cogent Education, 11(1), 2304245.
Aliakbari, M., & Mardani, M. (2022). Mobile‐Assisted Language Learning and Its Effects on Learners’ Speaking Development. Education Research International, 2022(1), 9043326.
Annamalai, N., Alsalhi, N. R., Eltahir, M. E., Zakarneh, B. M., Yunus, K., & Zyoud, S. H. (2025). A Qualitative Investigation of WhatsApp Interaction for English Language Grammar Learning. SAGE Open, 15(1), 21582440251315530.
Benlaghrissi, H., & Ouahidi, L. M. (2024). The impact of mobile-assisted project-based learning on developing EFL students’ speaking skills. Smart Learning Environments, 11(1), 18.
Bani, M., & Masruddin, M. (2021). Development of Android-based harmonic oscillation pocket book for senior high school students. JOTSE: Journal of Technology and Science Education, 11(1), 93-103.
Brown, H. D. (2007). Teaching by principles: An interactive oncoming to language pedagogy. New York: Addison Wesley Longman.
Burston, J., & Giannakou, K. (2022). MALL language learning outcomes: A comprehensive meta-analysis 1994–2019. ReCALL, 34(2), 147–168.
Chand, G. B. (2021). Challenges Faced by Bachelor Level Students While Speaking English. Indonesian Journal of English Language Teaching and Applied Linguistics, 6(1), 45–60.
Chaniago, A. F., & HZ, B. I. R. (2024). English speaking skill through Rosetta Stone application at junior high school: Students’ voices. Didaktika: Jurnal Kependidikan, 13(2), 1691–1700.
Coats, M. (2005). Action research: A guidefor associate lectures. England: The Open University.
Coghlan, D., & Coughlan, P. (2010). Notes toward a philosophy of action learning research. Action Learning: Research and Practice, 7(2), 193–203.
Cornbleet, S., & Carter, R. (2001). The language of speech and writing. Routledge London.
Dennis, N. K. (2024). Using AI-Powered Speech Recognition Technology to Improve English Pronunciation and Speaking Skills. IAFOR Journal of Education, 12(2), 107–126.
Ekoç, A. (2021). Mobile Language Learning Applications from the Perspectives of Adult Language Learners in Turkey. Shanlax International Journal of Education, 9(4), 259–264.
Fathi, J., Rahimi, M., & Derakhshan, A. (2024). Improving EFL learners’ speaking skills and willingness to communicate via artificial intelligence-mediated interactions. System, 121, 103254.
Hornby, A. S. (2016). Oxford Advanced Learner’s Dictionary Of Current English.
Hwang, G.-J., Rahimi, M., & Fathi, J. (2024). Enhancing EFL learners’ speaking skills, foreign language enjoyment, and language-specific grit utilising the affordances of a MALL app: A microgenetic perspective. Computers & Education, 214, 105015.
Inggita, N. D., Ivone, F. M., & Saukah, A. (2019). How is Mobile-Assisted Language Learning (MALL) implemented by senior high school english teachers. Jurnal Pendidikan Humaniora, 7(3), 85–94.
Ismayanti, D., Said, Y. R., Usman, N., & Nur, M. I. (2024). The Students Ability in Translating Newspaper Headlines into English A Case Study. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 12(1), 108-131.
Iksan, M., Husnaini, H., & Masruddin, M. (2022). Implementation of weekly English Program with fun learning method for Pesantren students. Ethical Lingua: Journal of Language Teaching and Literature, 9(2), 872-879.
Jabbar, S. A. (2024). Mobile-Assisted Language Learning (MALL) in English Education: Trends and Developments.
Jannah, I. M., Patlasari, M., & Ardiyanto, F. R. (2021). The effectiveness of mobile phone application to improve grammar skill for undergraduate students. Jurnal Ilmu Pendidikan Muhammadiyah Kramat Jati, 2(1), 32–34.
Kadhim, W. A., Dakhil, T. A., & Yahy, A. A. (2022). The Impact of Mobile Learning on Iraqi EFL learners’ Oral Performance and their Motivation: A Case Study of Dyala. TEFL Journal (TJ), 1(1).
Karakaya, K., & Bozkurt, A. (2022). Mobile-assisted language learning (MALL) research trends and patterns through bibliometric analysis: Empowering language learners through ubiquitous educational technologies. System, 110, 102925.
Kayi, H. (2006). Teaching speaking: Activities to promote speaking in a second language. The Internet TESL Journal, 12(11), 1–6.
Klassen, A. C., Creswell, J., Plano Clark, V. L., Smith, K. C., & Meissner, H. I. (2012). Best practices in mixed methods for quality of life research. Quality of Life Research, 21, 377–380.
Kukulska-Hulme, A. (2007). Mobile usability and user experience. In Mobile Learning (pp. 61–72). Routledge.
Lenaini, I. (2021). Teknik pengambilan sampel purposive dan snowball sampling. Historis: Jurnal Kajian, Penelitian Dan Pengembangan Pendidikan Sejarah, 6(1), 33–39.
Li, R. (2021). Does game-based vocabulary learning APP influence Chinese EFL learners’ vocabulary achievement, motivation, and self-confidence? Sage Open, 11(1), 21582440211003092.
Li, R. (2024). Effects of mobile-assisted language learning on foreign language learners’ speaking skill development.
Lo, J.-H., Lai, Y.-F., & Hsu, T.-L. (2021). The study of AR-based learning for natural science inquiry activities in Taiwan’s elementary school from the perspective of sustainable development. Sustainability, 13(11), 6283.
Mahmud, N., Yusoff, N., & Mahmud, N. (2021). Attitudes and perceptions of Malaysian ESL undergraduates towards the usage of vlogging in enhancing their speaking skills. LET: Linguistics, Literature and English Teaching Journal, 11(2), 43–58.
Moayeri, M., & Khodareza, M. R. (2020). The effect of mobile-assisted language learning on speaking accuracy of EFL learners. Technology in Language Teaching & Learning, 2(1), 22–25.
Masruddin, Hartina, S., Arifin, M. A., & Langaji, A. (2024). Flipped learning: facilitating student engagement through repeated instruction and direct feedback. Cogent Education, 11(1), 2412500.
Morchid, N. (2020). Mobile assisted language learning: Evidence of an Emerging Paradigm. International Journal of English Literature and Social Sciences, 5(1), 148–156.
Mutiara, K., Marmanto, S., & Supriyadi, S. (2021). Embracing Students’ Self Confidence: Bringing Instagram Into English Speaking Classroom, Why Not. Jurnal Prakarsa Paedagogia, 4(2).
Nasriandi, N., & Masruddin, M. (2021). The Use of British Parliamentary Debate Style in Teaching Speaking Skill. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 9(1).
Okumuş Dağdeler, K. (2023). A systematic review of mobile-assisted vocabulary learning research. Smart Learning Environments, 10(1), 19.
Pebiana, P., & Febria, D. (2023). The Increasing Student Motivation for Speaking Skills with MALL (Mobile-Assisted Language Learning). SALEE: Study of Applied Linguistics and English Education, 4(2), 424–439.
Phetsut, P., & Waemusa, Z. (2022). Effectiveness of Mobile Assisted Language Learning (MALL)-Based Intervention on Developing Thai EFL Learners’ Oral Accuracy. International Journal of Technology in Education, 5(4), 571–585.
Prasad Parajuli, K., Rana, K., & Laudari, S. (2024). Teachers’ use of mobile devices in suburban under-resourced secondary schools in Nepal. Distance Education, 45(4), 606–626.
Putri, N. A., & Degeng, P. D. D. (2024). Utilizing Mobile-Assisted Language Learning (Mall) To Alleviate Speaking Anxiety Among Efl Students. English Review: Journal of English Education, 12(1), 125–136.
Rahmani, E. F. (2024). Investigating Smartphone Empowerment for Self-Regulated Learning in English Language Acquisition: A Descriptive Study. Voices of English Language Education Society, 8(1), 32–42.
Rajendran, T., & Yunus, M. M. (2021). Chatterpix Kids: A potential mobile app for helping primary ESL pupils improve their speaking fluency. International Journal of Learning, Teaching and Educational Research, 20(4), 18–42.
Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20–27.
Saragih, T. Y., & Subekti, A. S. (2024). Instrumental motivation and L2 speaking achievement of Indonesian L2 learners of English: A survey study. Folios, 60, 128–140.
Syarani, N. (2024). TRILINGUAL FOLKSONGS BOOK: TRANSLATING TANA LUWU FOLKSONGS INTO AN ENGLISH-INDONESIAN SONGBOOK. English Language Teaching Methodology, 4(3), 428-441.
Shadiev, R., Liu, J., & Cheng, P.-Y. (2023). The impact of mobile-assisted social language learning activities on speaking skills and self-efficacy development. IEEE Transactions on Learning Technologies, 16(5), 664–679.
Shortt, M., Tilak, S., Kuznetcova, I., Martens, B., & Akinkuolie, B. (2023). Gamification in mobile-assisted language learning: A systematic review of Duolingo literature from public release of 2012 to early 2020. Computer Assisted Language Learning, 36(3), 517–554.
Song, Y., Wen, Y., Yang, Y., & Cao, J. (2023). Developing a ‘Virtual Go mode’on a mobile app to enhance primary students’ vocabulary learning engagement: an exploratory study. Innovation in Language Learning and Teaching, 17(2), 354–363.
Sun, Z., Lin, C.-H., You, J., Shen, H. J., Qi, S., & Luo, L. (2017). Improving the English-speaking skills of young learners through mobile social networking. Computer Assisted Language Learning, 30(3–4), 304–324.
Syafiq, A. N., Rahmawati, A., Anwari, A., & Oktaviana, T. (2021). Increasing speaking skill through YouTube video as English learning material during online learning in pandemic covid-19. Elsya: Journal of English Language Studies, 3(1), 50–55.
Tekin, E., & Sallabaş, M. E. (2024). Using Whatsapp to Give Feedback For Speaking Skill. Journal of Language Research, 8(2), 60–72.
Utomo, D. (2020). Improving Vocabulary Mastery Using Intralingual Subtitle and Vocabulary Self-Collection Strategy. JET (JOURNAL OF ENGLISH TEACHING) ADI BUANA), 5(01), 29–31.
Wu, J. G., & Miller, L. (2020). Improving English learners’ speaking through mobile-assisted peer feedback. RELC Journal, 51(1), 168–178.
Zhao, M., Noordin, N., Ahmad, N. K. B., & Liu, L. (2025). Effectiveness of Mobile-assisted Language Learning in Developing Oral English in Higher Education: A Comparative Systematic Review. World Journal of English Language, 15(1).
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2025 Dimas, Ernita Daulay
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
