EFFECT OF MOBILE ASSISTED LANGUAGE LEARNING (MALL)

ON THE DEVELOPMENT OF SKILLS IN WRITING BY

STUDENTS OF ALTERNATIVE LEARNING SYSTEM
(ALS) IN GUINAYANGAN SENIOR HIGH SCHOOL

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 16
Pages: 628-636
Document ID: 2024PEMJ1489
DOI: 10.5281/zenodo.10527893
Manuscript Accepted: 12-22-2023
 Psych Educ, 2024, 16(6): 628-636, Document ID:2024PEMJ1489, doi:10.5281/zenodo.10527893, ISSN 2822-4353
Research Article

Effect of Mobile Assisted Language Learning (MALL) on the Development of Skills in Writing
by Students of Alternative Learning System (ALS) in Guinayangan Senior High School
Aristeo P. Villaflor*, Leodegario M. Jalos, Jr.
For affiliations and correspondence, see the last page.

Abstract
This study was conducted on the use of mobile devices to improve the writing skills of Alternative Learning System
(ALS) students. The focus of the study is the effect of Mobile Assisted Language Learning (MALL) in the Guinean
Senior High School. A quasi-experimental research design was used with pre and post-tests on participants to measure
changes and post-intervention. The purpose of the study is to determine the significant difference in the use of Mobile
Assisted Language Learning using the Kotobee app to improve the writing of ALS students. Based on the findings,
there is a big gap in the scores of those who underwent the traditional method compared to those who used MALL
using the Kotobee app. Throughout the analysis, a significant difference (p-value = .000) emerged in the tests of the
control and experimental groups. This indicates that students in the experimental group did better because of the
intervention. In other words, students in the experimental group showed better performance compared to the control
group, indicating that using MALL with the Kotobee app improves their writing ability.
Keywords: MALL, Mobile Devices, Istruktura, Kotobee

Introduction
The change in the education system caused by technology, economy, and cultural forces in the 21st century is globally producing a rapid
transformation. Developed countries welcome the new system, but developing countries like the Philippines are also facing it. Higher
education levels around the world are adapting to new ways, particularly with faster access to information and communication using
technology. Nowadays, the art of writing is a challenge for every teacher and student. Often, students have a lack of appetite and
inspiration for writing, which is caused by a wrong understanding and ineffective teaching methods. This results in a lack of development
in their writing skills (Badayos, 2016).
In the Filipino subject, a major part of the Philippine Basic Education and Alternative Learning System (ALS) is the development of
five macro skills. In the MALL study, its effect on the writing of ALS students was determined (Guerrero, 2007). Mobile-assisted
language learning (MALL) was used to improve the writing skills of ALS students. Studies show that MALL is an effective tool for
improving language skills, especially with the use of mobile games like Ibigkas! and Learning Likha, which aim to improve reading and
writing skills in English and Filipino (Craig, 2012).
The study aims to meet the 21st-century skills needs based on the ALS K to 12 BEC, which focuses on strengthening Information,
Media, and Technology Skills, Learning and Innovation Skills, Communication Skills, and Life and Career Skills (Khatun & Shiblu,
2018).
Research Questions
This study aims to find out the effect of Mobile Assisted Language Learning (MALL), on the development of writing skills of students
of the Alternative Learning System (ALS) in Guinayangan Senior High School. The researchers sought to answer the following
questions:

1. Before using Mobile Assisted Language Learning (MALL), what is the level of writing skills of students in the
control and experimental groups in the following structures based on the score in the pretest?
1.1. correct spelling;
1.2. correct punctuation;
1.3. synonyms;
1.4. antonyms; and
1.5 affixation?
2. After using Mobile Assisted Language Learning (MALL), what is the level of writing skills of students in the
control and experimental groups in the following structures based on the score on the final exam?
2.1. correct spelling;
2.2. correct punctuation;
2.3. synonyms;
2.4. antonyms; and

Villaflor & Jalos 628/636

Psych Educ, 2024, 16(6): 628-636, Document ID:2024PEMJ1489, doi:10.5281/zenodo.10527893, ISSN 2822-4353
Research Article

2.5. affixation?
3. Is there a significant difference between the pre-test and post-test scores of the student's writing skills in the
following structures under the experimental group?
3.1. correct spelling;
3.2. correct punctuation;
3.3. synonyms;
3.4. antonyms; and
3.5 affixation?
4. Is there a significant difference between students' pre-test and post-test scores on writing skills in the following
structures under the control group?
4.1. correct spelling;
4.2. correct punctuation;
4.3. synonyms;
4.4. antonyms; and
4.5 affixation?
5. Is there a significant difference between the preliminary and final scores test of students taught under
experimental and control groups?
6. What intervention can the researcher develop to develop students' writing skills further?

Literature Review
Filipino as a Subject
In the Filipino subject, knowledge, and interpretation are important in teaching to understand aspects of the language such as syntax,
morphology, phonology, semantics, and phonology. Based on the executive order and the Constitution of the Philippines, Filipino is
the official National Language, which stipulates its use as the language of literacy and instruction at all levels of education (Badayos,
2014, ph. 145). However, according to Sanchez (2015), some students do not have a strong appreciation for this subject, whereas other
subjects are preferred. The interest in the skills taught in Filipino expresses the value of the native language, which shows the need to
pay attention and strengthen the appreciation of the National Language (Simborio, 2016, ph. 78).
Developing Skills in Filipino
Language is a communication tool and an important aspect of life, expressing human thoughts and feelings (Varona & Mandado, 2020).
It is the measure of the relationship between people and countries and a way of spreading knowledge and culture (Macaraig, 2015). In
the middle of the pandemic, the learning of students has been affected due to the excessive bias in technology such as cellphones,
laptops, and other gadgets used in social media and online games (Mangahis, 2018). As teachers, it is important to cultivate students'
language skills such as speaking, listening, reading, and writing (Villaruel & Servillano, 2016). Proper focus on listening is the first
step in language learning (Doàn, 2020), while writing allows the translation of thoughts and feelings through language (Bernales et al.,
2015). Teaching vocabulary, writing correct punctuation, and identifying synonyms and antonyms are important in the development
of students' language skills (Alqahtani, 2015; De Mesa, 2022). Understanding the correct spelling and understanding the meaning of
words in context expands the skill of using languange (Zieger & Goswami, 2005; Wang, 2018). Moreover, learning suffixes such as
prefixes, commas, and suffixes helps to appreciate the different parts of the word (Almario, 2014).
Strategies and Approaches to Teaching Filipino
The use of technology in alternative teaching is becoming an important and fundamental part of modern education, representing the
innovative idea and design of technology as the key to the development of students in the classroom (Anderson et al., 2013; Escober,
2020). In modular distance learning (MDL), although it allows for individualized learning, there are challenges such as limited
interaction between the teacher and students, boredom with many reading materials and activities, and lack of explanation of the content
of the lessons. modules (Martinez, 2020; Dargos, 2021). Mobile learning or m-learning, although providing learning opportunities in
different contexts using mobile devices, has challenges such as inconsistent curricular activities and having personal device use that
may be justified or not (Cakmak, 2019). Meanwhile, Mobile Assisted Language Learning (MALL) provides the opportunity to learn a
language at any time and place through mobile devices, but comes with the challenge of time and location of learning (Wen et al.,
2019).
Mobile Assisted Language Learning as an Approach to Teaching
The mobile device is an important tool in the development of language skills, proven by the researches of Viberg and Grönlund (2012).
In Mobile Assisted Language Learning (MALL), although it helps to improve students' understanding of the text, it is also important
to pay attention to language learning strategies and learning styles (Khubyari & Narafshan, 2018). Integrating mobile devices into

Villaflor & Jalos 629/636

Psych Educ, 2024, 16(6): 628-636, Document ID:2024PEMJ1489, doi:10.5281/zenodo.10527893, ISSN 2822-4353
Research Article

language learning has the potential to improve students' academic achievement (Khubyari & Narafshan, 2018).. In the Philippines, the
Alternative Learning System (ALS) is an alternative education program that continues to promote the commitment of the Department
of Education to provide equal educational opportunities, as well as the 2019 ALS K to 12 BEC curriculum that contains the 21st
Century Skills (DepEd Order No. 13, s. 2019). Through study such as that done by Abad, Maramag, and others, a deeper understanding
of the challenges and opportunities that ALS brings to education, including the problems that students face in developing skills in
reading and language (Abad et al., 2020; Maramag, 2022).
Related Studies
Study on Mobile-Assisted Language Learning (MALL) demonstrates its effectiveness in delivering language materials through mobile
devices, as demonstrated by studies using mobile games such as Pronounce and Learning Likha (Rodrigo et al., 2019). Although it is
an effective way of expanding vocabulary and language learning compared to traditional methods, (Khatun & Shiblu, 2018)there are
challenges in integrating MALL within classroom activities due to restrictions on the use of devices and technical barriers (Aurello &
Silva, 2019). Abdelatif and Ahmed (2019) emphasized the preference of students to use smartphones for vocabulary learning, while
Elega and Özad (2017) discovered the difference in the use of mobile devices between of the sexes, with women leading the
respondents. Moreover, recent study confirms the positive impact of MALL on the development of writing skills and critical thinking
(Alqarni et al., 2019; Jassim et al., 2019). Although there are benefits, there are still challenges in properly using the educational
potential of mobile devices without adequate support and guidance (Çelik & Karayaman, 2018; Aurello & Silva, 2019). Studies also
emphasize the importance of e-books and interactive materials, such as Kotobee, in improving learning outcomes (Siano & Potane,
2022; Uncad, 2022; Bileu, 2018). All in all, although MALL has hope in language learning, it needs to face challenges to make the
most of the educational field.
Methodology
Research Design
This study used a Quasi-Experimental design using tests before and after using a mobile-assisted language learning approach through
the Kotobee app for writing practice of Alternative Learning System (ALS) students. According to Sharma and his colleagues (2019),
in this design, the dependent variable is evaluated before and after the intervention to determine its effect on the participants. The
researchers emphasized that the design allows for the comparison of the results of the control and experimental groups, particularly in
improving students' writing skills. This research was conducted at Guinayangan Senior High School in Barangay Sisi, Guinayangan,
Quezon.
Respondents
The population of this study consists of thirty (30) students in Grade 11 of Guinayangan Senior High School enrolled in the Alternative
Learning System. These students passed the Accreditation and Equivalency Test and graduated from the old Basic Education
Curriculum.
Instruments of the Study
In order to obtain the necessary data, the study used a teacher-created test based on the MELC and other reference materials commonly
used in teaching in the local research area. The writing test consists of fifty (50) questions to evaluate the student's abilities. It is divided
into five (5) writing skills: (1) correct spelling, (2) correct punctuation, (3) obtaining meaning through opposites, (4) obtaining meaning
through synonyms, and (5) ) folding ability. The exam structure is aligned with the curriculum taught in their class. The researcher
used the same content for the pre-test and post-test to assess the writing development of the participants after using mobile-assisted
language learning. In addition, the researcher also consulted three (3) experts in the field to ensure the efficiency and reliability of the
instrument used, along with the use of the Split-Half Reliability Test.
Procedure
The participants participated in six (6) sessions of their Filipino subject in Piling Larangan during the learning process. Face-to-face
classes are held every Friday, while the days from Monday to Thursday are in a modular form of learning. The mobile-assisted language
learning approach was used in the evaluation in the experimental group, while the control group used the traditional method. The
researcher gave a checklist to the participants who had a mobile device to ensure that they all had the educational tool. Both groups
underwent a pre-test and post-test to determine the effect of the Kotobee app on improving their writing skills. The Mobile Assisted
Language Learning (MALL) approach is implemented through the Kotobee app, an interactive e-book that contains elements such as
image, video, audio, and others, based on MELCS set by the Department of Education.In the control group, lessons were given in
traditional ways, such as handouts and textbooks. After the treatment, a post-test was conducted to evaluate the effect of the Kotobee
app on the development of the writing skills of the participants. The obtained information was used by Mean Percentage and paired T-
test.

Villaflor & Jalos 630/636

 Psych Educ, 2024, 16(6): 628-636, Document ID:2024PEMJ1489, doi:10.5281/zenodo.10527893, ISSN 2822-4353
Research Article

Ethical Considerations
Study participants were briefed on the purpose and outcomes of the study. They were granted permission for withdrawal and agreement.
All necessary permits and documents have been arranged. All identification and data given or taken are kept highly confidential.

Results and Discussion

This part presents the result of the data gathered from the respondents' responses after conducting the study. It also analyzes the
researcher's presentation of the data gathered along with its corresponding implications. Also, the presentation of various tables is based
on the stated learning problems.
Table 1. Level of Writing Skills of Control Group Students in the Pre-Test
Variables Mean Score Interpretation
Correct Spelling 5.60 Approaching Proficiency
Correct Punctuation 5.53 Approaching Proficiency
Synonyms 7.27 Proficiency
Antonyms 3.27 Developing
Affixation 4.86 Approaching Proficiency
Total 5.31 Approaching Proficiency
In Table 1, the proficiency level of the control group on their first test is shown. The group recorded a mean score of approximately 5.60
and 5.53 indicating "approaching proficiency" in the areas of "correct spelling" and "correct punctuation". In the "synonymous" category,
the group had a mean score of 7.27, which is at the "proficient" level. ." On the other hand, the mean score in the "Antonyms" category
was 3.27, which refers to the "development" level, and 4.86 in the "approaching" category, which is in the "Approaching Proficiency"
level. These results shows that most students in the control group were below the "advance" level on their first test. . This has had an
impact on language teaching and the main reason for their low performance, including their graduation from the old curriculum and
having a gap year that resulted in their lack of exposure to the target language. Because of their study time, their performance in class
may decrease, according to the Student Conservation Association.Therefore, more frequent exposure to new words in different contexts
is the more effective way for students to learn.
Table 2. Level of Writing Skills of the Experimental Group Students in the Pre-Test
Variables Mean Score Interpretation
Correct Spelling 4.67 Approaching Proficiency
Correct Punctuation 4.27 Developing
Synonyms 5.67 Approaching Proficiency
Antonyms 4.33 Developing
Affixation 4.53 Approaching Proficiency
Total 4.69 Approaching Proficiency
In Table 2, the proficiency level of the experimental group on their first test is shown. The group obtained a mean score of approximately
4.67, indicating "approaching proficiency" in the "correct spelling" category. In "correct punctuation," the group got a mean score of
4.27, at the "developing" level. In the "synonymous" category, the group got a mean score of 5.67, at the "approaching proficiency"
level. Meanwhile, in the "contradictory meaning" category, the mean score was 4.33, which refers to "developing," and 4.53 in the
"approaching" category, which is at the "Approaching Proficiency" level. These results show that many of the students in the
experimental group were below the "advanced" category on their first test. The results indicate that they also struggle to reach the
expected level of proficiency in writing language because no intervention has yet been provided. Interventions in developing language
structure are important to expand students' knowledge of writing. In addition, repeated exposure to words in different contexts is
important for developing their writing language skills, as stated by Kozhevnikova (2019).
Table 3. Level of Writing Skills of Control Group Students in the Final Exam
Variables Mean Score Interpretation
Correct Spelling 4.40 Developing
Correct Punctuation 4.53 Approaching Proficiency
Synonyms 4.06 Developing
Antonyms 4.60 Approaching Proficiency
Affixation 3.93 Developing
Total 4.31 Developing
In Table 3, the decrease in the score of the control group in the final test is seen. Most students showed a decline except in a few
categories. This shows that teachers face problems in modular teaching. Many students have limited ability to learn on their own and

Villaflor & Jalos 631/636

Psych Educ, 2024, 16(6): 628-636, Document ID:2024PEMJ1489, doi:10.5281/zenodo.10527893, ISSN 2822-4353
Research Article

have difficulty understanding the module. It is important for the teacher to constantly monitor and provide feedback on the needs of the
students. Simple references such as worksheets or workbooks with accompanying video lessons that follow the MELC should also be
considered. This shows that there are issues and obstacles that may be affecting their level of performance after traditional teaching.
This may be related to the problems teachers face in modular teaching, where most students have limited ability to learn independently.
Table 4. Level of Writing Skill of Experimental Group Students in Final Exam
Variables Mean Score Interpretation
Correct Spelling 8.40 Proficient
Correct Punctuation 8.87 Advanced
Synonyms 9.20 Advanced
Antonyms 9.13 Advanced
Affixation 9.67 Advanced
Total 9.05 Advanced
In Table 4, the development of the experimental group's writing skills is shown after using the MALL approach in the Kotobee
application where many of the students have become "Advanced" in language structure (Abdelatif, 2019) . The result shows that the use
of Kotobee's interactive e-book caused a higher level of success in learning the structure of the language compared to traditional training
(Abdelatif, 2019). However, language learning requires consideration of the costs and technology associated with mobile devices
(Abdelatif, 2019).
Table 5. Significant Differences Between Students' Writing Skills Scores Between Pre- and Final
Tests of the Control Group
Domain Test Mean p- Value Decision (α = 0.05)
Correct Spelling Pre-Test 5.60 .002 Reject Ho
Post-Test 4.40
Correct Punctuation Pre-Test 5.53 .007 Reject Ho
Post-Test 4.53
Synonyms Pre-Test 7.27 .000 Reject Ho
Post-Test 4.06
Antonyms Pre-Test 3.27 .07 Accept Ho
Post-Test 4.60
Affixation Pre-Test 4.86 .07 Accept Ho
Post-Test 3.93
In general, there was a significant difference between the pre- and post-test scores of the control group subjects in some aspects such
as "correct spelling" (p-value = .002), "correct punctuation" (p-value = .007), and "synonymous" (p-value = .000), where p-values are
less than the 0.05 significance level. Such a difference may be due to students' better performance in their pre-test than in the final test.
There were findings that students had difficulty understanding the module, whereas the studies of Maramag (2022), Dargo, and Dimas
(2021) support the need for extra help and explanation from teachers to help students expand their knowledge of the structures of
language and understanding what they read. However, there is no clear difference in the scores in the "contrary" category (p-value =
.07), indicating that the students' performance in this aspect remained similar in the initial and final tests, which may be due to lack of
teacher guidance in teaching. Providing good explanations and opportunities to students to demonstrate their language skills, according
to Jitendra and colleagues (2004).
Table 6. Significant Differences Between the Scores of Students' Writing Skills Between the Pre-
and Final Tests of the Experimental Group
Domain Test Mean p-value Decision (α = 0.05)
Correct Spelling Pre-Test 4.67 Reject Ho
.000
Post-Test 8.40
Correct Punctuation Pre-Test 4.27 Reject Ho
.000
Post-Test 8.87
Synonyms Pre-Test 5.67 Reject Ho
.000
Post-Test 9.20
Antonyms Pre-Test 4.33 Reject Ho
.000
Post-Test 9.13
Affixation Pre-Test 4.53 Reject Ho
.000
Post-Test 9.67

Villaflor & Jalos 632/636

Psych Educ, 2024, 16(6): 628-636, Document ID:2024PEMJ1489, doi:10.5281/zenodo.10527893, ISSN 2822-4353
Research Article

In the analysis, after conducting the initial and final tests, it was shown that there was a significant difference between the scores of the
students in the experimental group in various aspects of writing such as "correct spelling," "correct punctuation, " "synonym,"
"Antonyms," and "conjugation" (p-value = .000), indicating better performance on the final exam. Findings has shown that the Mobile
Assisted Language Learning (MALL) approach using the Kotobee App has resulted in greater progress in students' writing skills. E-
books or interactive ebooks, such as Kotobee, with textual information, images, videos, and more, show the potential to improve
students' learning and understanding. Overall, using a digital copy of the Self-Learning Module (SLM) in the Kotobee interactive e-
book resulted in higher levels of students' understanding and academic performance. (Siano & Potane, 2022).

Table 7. Significant Differences in Pretest Scores of Students Taught Under Control and Experimental Groups

Domain Group Mean p-value Decision (α = 0.05)

Correct Spelling Control 5.60
.14 Accept Ho
Experimental 4.67
Correct Punctuation Control 5.33
.01 Reject Ho
Experimental 4.27
Synonyms Control 7.27
.03 Reject Ho
Experimental 5.67
Antonyms Control 3.27
.28 Accept Ho
Experimental 4.33
Affixation Control 4.86
.61 Accept Ho
Experimental 4.53
Overall Control 26.53
.14 Accept Ho
Experimental 23.46

The test showed a significant difference between the control and experimental groups under the categories "correct punctuation" (p-
value = .01) and "synonym" (p-value = .03). However, overall, there was no significant difference in the pretest score (p-value = .14)
between the two groups. These findings indicate that students have the same level of knowledge in that subject at the beginning of the
study. They also show that no intervention occurred in either group.

Table 8. Significant Differences in the Final Test Score of Students Taught Under the Experimental and Control
Groups

Domain Group Mean p-value Decision (α = 0.05)

Correct Spelling Control 4.40
.000 Reject Ho
Experimental 8.40
Correct Punctuation Control 4.53
.000 Reject Ho
Experimental 8.87
Synonyms Control 4.06
.000 Reject Ho
Experimental 9.20
Antonyms Control 4.60
.000 Reject Ho
Experimental 9.13
Affixation Control 3.93
.000 Reject Ho
Experimental 9.67
Overall Control 21.62
.000 Reject Ho
Experimental 45.21

In the overall analysis, it was found that there was a significant difference (p-value = .000) in the final test scores between the control
and experimental groups. This indicates that students in the experimental group performed better compared to the control group, which
may be related to the intervention. This shows that using the MALL approach using the Kotobee application improves the writing skills
of the participants. This result is in agreement with the study of Khubyari and Narafshan (2018) which shows the students' preference
for using mobile devices in language learning. It also shows the importance of technology, particularly Mobile Assisted Language
Learning, in fostering students' structural language development.

Villaflor & Jalos 633/636

Psych Educ, 2024, 16(6): 628-636, Document ID:2024PEMJ1489, doi:10.5281/zenodo.10527893, ISSN 2822-4353
Research Article

Conclusion

As a result of the findings, it is clear that there is an important difference in the scores of the preliminary and final exams of the students
who were taught using the traditional method and the MALL approach using the Kotobee app in different writing structures, such as
correct spelling, punctuation, synonyms, antonyms, and conjunctions. The MALL approach with the Kotobee application is beneficial
to ALS Learners by giving them the ability to learn language in and out of the classroom, with access to material anywhere and anytime.
time. This leads to greater interaction and broadening of writing skills. However, the discovered difference in test results did not match
the initial prediction of the study, indicating that the original hypothesis could not be accepted. Research shows the importance of
Mobile Assisted Language Learning (MALL) through the Kotobee app in enhancing students' writing ability. This shows the need for
students to have adequate knowledge of this method. Support from parents is also important in meeting the needs for MALL tools such
as the Kotobee app for each student. Teachers can create activities and motivate the use of MALL apps as a language learning resource.
Teachers also address students' needs and provide support for their literacy development. School administrators also need to provide
opportunities for teachers' professional growth to keep up with the new needs of students. It is recommended that further research be
carried out to find out how MALL and other mobile tools can be used for better student learning.

References
Abad, M. A. (2005). Retorika (Filipino III). Lungsod ng Mandaluyong: National Book Store, Inc.
Abdelatif, L., (2019). Effectiveness of MALL as a Vocabulary Learning Enhancement Tool in Sudanese Universities. Sudan
University of Science and Technology College of Graduate Studies. Effectiveness of MALL on Vocabulary
Acopra, J. A. (2014). Komunikasyon sa makabagong Filipino. Manila: Mindshapers Co., Inc.
Almario, V. S, (2014), Masinop na pagsulat sa Filipino Manila: Mindshapers Co., Inc.
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching
and Education. (3),21-34.
Alqarni, S. & Lally, V. & Houston, M. (2019). Saudi students ‘attitude toward using social media technologies as a supportive tool in
english language learning. 10662-10667. https://doi.org/10.21125/edulearn.2019.0450.
Anderson, J., Franklin, T., Yinger, N., Sun, Y., & Geist, E. (2013). Going mobile: Lessons learned from introducing tablet pcs into
the business classroom. The Clute Institute International Academic Conference. Las Vegas, NV: The Clute Institute.
Aurélio, T. & Silva, F., (2019). Second language acquisition and mobileassisted language learning: Educators’ perspectives on
identity and practice. Multimedia - Especialização Em Educação.
Awad, R. J. (2012). Masining na pagpapahayag (retorika). Lungsod ng Mandaluyong: Lorimar Publishing, Inc.
Bada, S. O. (2015). Constructivism learning theory: A Paradigm for Teaching and Learning.
https://www.deped.gov.ph/2010/06/10/do-78-s-2010-guidelines-on-the-implementation-of-the deped-computerization-program-dcp/
Badayos, P. B. (2015). Metodolohiya sa pagtuturo ng wika: Mga teorya, simulain at istratehiya. Makati City Grandwater Publications
and ResearchCorporation.
Badayos, P. B. (2016). Filipino sa iba’t ibang, disiplina. Makati City: Grandwater Publications.
Bautista, M.L.S. (2008). Investigating the grammatical features of Philippine English. In K. Bolton & M.L.S. Bautista (Eds.),
Philippine English: Linguistic and literary perspectives (pp. 201-218). Hong Kong: Hong Kong University Press
Bernales, R., Tumangan, A., Ulit, P., Mangonan, T., Sanchez, M., Martinez, et al. 2015. Sining ng pakikipagtalastasan. Lungsod ng
Quezon: Rex Publishing
Biffi, E. Z., & Woodbury, M. (2019). Interactive multimedia learning vs. traditional learning in optometry: a randomized trial, b-scan
example | The Journal of Optometric Education. Optometric Education, 44(3), 1–7.
Çakmak, F., (2019). Mobile learning and mobile assisted language learning in focus. language and technology. 1(1), 30-48.
Celik, A. N. (2012). Best split-half and maximum reliability. IOSR Journal of Research & Method in Education. 3(1), 1-8.
Craig, D. A. (2012). Grammar for teachers: A guide to American English for native and non-native speakers (2nd ed.). New York:
Springer
Crystal, l. M. (2017). Mapping the landscape of mobile learning. in M. Sharples (ed.), big issue in mobile learning: a report of a new

Villaflor & Jalos 634/636

Psych Educ, 2024, 16(6): 628-636, Document ID:2024PEMJ1489, doi:10.5281/zenodo.10527893, ISSN 2822-4353
Research Article

workshop by the kaleidoscope network of excellence mobile learning initiative (5-6), University of Nottingham, Learning Science
and Research Institution.
Czerska-Andrzejewska, D. (2016). Using mobile assisted language learning (MALL) approach for developing prospective teachers’
efl listening comprehension skills and vocabulary learning. Journal of Research in Curriculum Instruction and Educational
Technology. 3(4), 133-176
Dangle, Y. & Sumaoang, J. (2020). The implementation of modular distance learning in the philippine secondary public schools. 3rd
International Conference on Advance Research in Teaching and Education.. https://www.dpublication.com/wp-
content/uploads/2020/11/27-427
Dargos, D. (2021) Begin at the beginning in organizational change. Organizational Change Consultancy.
http://www.organizedchange.com/nmdb/index.html
De Mesa, A. (2022). Mga karanasan ng mga guro sa baitang 3 sa pagtuturo ng mother tongue gamit ang ortograpiyang waray ng
komisyon sa wikang Filipino. International Journal of Research Studies in Education. 11(1). https://doi.org/10.5861/ijrse.2022.208
DepEd Order No. 13, s. 2019 -ALS K-12 Curriculum for alternative learning system.
Doàn, T. Q., (2020) Language variation and education. In S. Buschfeld, T. Hoffman, M. Huber, & A. Kautzsch (Eds.), The evolution
of Englishes: The dynamic model and beyond (267-281). Amsterdam: John Benjamins Publishing.
Dornbrack.,J & Atwood, Li, J. (2019). Effect of using texting on vocabulary instruction for English learners. Language Learning &
Technology, 23(2), 43-64.
Elega, A.A. & Özad, B.E. (2017). Technologies and second language: Nigerian students’adaptive strategies to cope with language
barrier in Northern Cyprus. Journal of International Students, 7 (3): 486-498. https://doi.org/10.5281/zenodo.570011
Enayati E. (2014). The common difficulties of learning english vocabulary and strategies faced second language efl students some
misurata secondary schools. Scientific Journal of Faculty of Education, Misurata University-Libya, Vol. 1, No. 17.
Escober, E. (2020). How tiktok became the pasttime of a country in quarantine. CNN Philippines Life Manila.
cnn.ph/life/culture/tech/2020/3/30/tiktok-pandemic-content.html
Gillet B. L. (2008) An introduction to language (3rd ed.). NY: CBS College Publishing.
González-Estrada, E. (2019). Shapiro–Wilk test for skew normal distributions based on data transformations. Journal of Statistical
Computation and Simulation, 89(17), 3258-3272.
Guerreron, K. Q. (2007) Researching mobile-assisted English language learning among adult distance learners in China: Emerging
practices and learner perception of teacher role. International Journal of Computer-Assisted Language Learning and Teaching
(IJCALLT), 8(3), 1-28.
Hashemi, M. & Moghtada, A. (2013). The impact/s of Using Mobile Phone on English Language Vocabulary Retention.
International Research Journal of Applied and Basic Sciences, 4 (3), 541-547.
Isleem, C. (2012). 21st century skills and education. Cambridge Scholars Publishing. ISBN: 1-5275 3966-0.
https://www.researchgate.net/publication/336148201
Japee G.R, (2018). Pagbasa at pagsusuri ng iba’t ibang teksto tungo sa pananaliksik”, Makati City: Rex Bookstore, Inc.
Jassim L.P.D., & Dzakiria S. (2019). Using video games-based instructions in an EFL program: Understanding the Power of Video
games in Education. Colombian Applied Linguistics Journal, 13(1), 54-70.
Khatun, M. & Shiblu, M. N. H. S. (2018). Use of mall at the tertiary level in Bangladesh: An empirical study, journal of ELT and
education, 1(1): 61-69.
Koch-Hulme, A. & Sporer, L. (2017). An overview of mobile assisted language learning: From content delivery to supported
collaboration and interaction. ReCALL, 20(3),271–289
Lazaro, G., & Liwanag, J. (2006). Collaborative writing among second language learners in academic web-based projects. Language
Learning & Technology, 16(1), 91-109. http://llt.msu.edu/issues/february2012/kesslerbikowskiboggs.pdf
Mabilin, M. B. (2012). Pagpapahayg retorika at bigkasan. Lungsod Quezon: RexPrinting Company, Inc.
Macaraig, M. B. (2015). Pagpapahayg retorika at bigkasan. Lungsod Quezon: RexPrinting Company, Inc.
Makadados , C. P. (2017). Sining ng Komunikasyon”. Quezon City: Goodwill Trading Inc., http://worldcat.org/identities/lccn-

Villaflor & Jalos 635/636

Psych Educ, 2024, 16(6): 628-636, Document ID:2024PEMJ1489, doi:10.5281/zenodo.10527893, ISSN 2822-4353
Research Article

n90655470/
Mangahis, P.L. (2018). Sining ng komunikasyon sa akademikong filipino.
https://books.google.com.ph/books/about/Sining_ng_komunikasyon_sa_akademikong_Fi.html?id=Q8MqygAACAAJ&redir_esc=y.
Martinez, S. K. (2020). Revisualizing composition: How first-year writers use composing technologies. Computers and Composition,
39, 1-13. http://dx.doi.org/10.1016/j.compcom.2015.11.001
Mauliza, I.P., Tasaka, R., Curran, P., & Grabill, J. T. English grammar in use: A self-study reference and practice book for
intermediate students of English (3rd ed.). Cambridge: Cambridge University Press.
Nato J. & Arzadon T. (2015). Rethinking alternative education to break the cycle of educational inequality and inequity. Journal of
Educational Research, 101(4), 207-219.
Raykowski, S. J. (2022). Effective Vocabulary Instruction. Published in “Insights on Learning Disabilities” 2(1) 33-45
Richards P.T. (2006) Mobile-assisted language learning. international journal of distributed and parallel systems. 3. 309-319.
https://doi.org/10.5121/ijdps.2012.3126
Rodrigo P.J., & Katemba, C. L. (2019). Students’ vocabulary enhancement at grade 10: A comparative study using CALL & MALL
in Indonesia. CALL-EJ. 20. 87-114.
Sanchez, A.S., (2015) Mga suliraning kinakaharap ng mga kalinga sa pagsasalita ng wikang Filipino.
http://www.academia.edu/4016854/Mga_Suliraning_Kinakaharap_ng_mga_Kalinga_sa_Pagsasalita_ng_Wikang_Filipino.
Siano R., C. L., & Potane, F. (2022). An analysis of students’ perception toward the interactive e-book used in advanced grammar at
the english department of universitas negeri padang. Journal of English Language Teaching, 9(1), 346–357.
Tong W. E.T. (2018) Social engineering strategies for the maintenance of english. In A.B. Gonzalez (Ed.), The role of English and its
maintenance in the Philippines: The transcript, consensus, and papers of the solidarity seminar on language and development (pp. 91-
96). Manila, Philippines: Solidaridad Publishing House.
Uncad, N. (2022). A critical review on the mobile assisted language learning with a focus on empirical studies. Journal of Learning
and Teaching in Digital Age, 6(2), 117-12.
Varona, W. R. & Mandado E.T. (2020). Sensory schema: From Sensory Contrasts to Antonyms. cognitive semantics, 8(2), 240–268.
https://doi.org/10.1163/23526416-bja100
Viberg, J. & Gronlund, L. (2012). Using interactive e-books to improve students' academic achievement in mathematics. United
International Journal for Research & Technology, ISSN: 2582-6832). 3. 30-36
Warschauer, M. (2011). Mobile-Assisted Language Learning. International Journal of Distributed and Parallel Systems. 3. 309-319.
https://doi.org/10.5121/ijdps.2012.3126.
Yuan-Hsuan L., Mercado, I.P.,& Cabig, P.K. (2011). Problems encountered in the alternative learning system in Tanauan city.
International Journal of Education and Social Science. 2(8). https://studylib.net/doc/18204586/problems-encountered-in-the-
alternative-learning-system-in
Yurbatsi, C. (2019). 21st century skills and education. cambridge scholars publishing. ISBN: 1-5275 3966. https://
www.researchgate.net/publication/336148201
Ziegler, J. C., & Goswami U. (2005). Acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic
grain size theory. Psychological Bulletin, 131(1), 3-29.

Affiliations and Corresponding Information

Aristeo P. Villaflor
Guinayangan National High School
Department of Education – Philippines

Leodegario M. Jalos, Jr., EdD

Marinduque State College - Philippines

Villaflor & Jalos 636/636