Dr. Nagamurali Eragamreddy

General Requirements Unit, Preparatory Studies Center, University of Technology and Applied Sciences, Salalah, Sultanate of Oman

DOI : https://doi.org/10.58806/ijsshmr.2025.v4i3n04

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ABSTRACT

This article is an exploratory study investigating teachers' perceptions of mobile language applications as a tool to increase language proficiency and their perceived challenges toward implementing the applications in the classroom. Different nationalities and linguistic specializations participated, giving each unique insight. Through a mixed-methods approach, using both focus groups and surveys, it has been proven that while less experienced instructors faced difficulties using MLAs like Duolingo, Memrise, Rosetta Stone, and Babbel, tech-savvy instructors frequently used them. Some of the chief advantages cited are flexibility, more effective individualized learning, and an increased level of student engagement. The major challenges were connected to problems in tracking success, technical issues, and coordinating MLAs with the curriculum. Teachers remarked, however, that although the MLAs often did not manage complex grammar, students' vocabulary, speaking ability, and listening skills had improved. This study therefore recommends better educational integration, institutional support, and teacher training if MLAs are to be effectively integrated into the classroom. It is through such improvements that MLAs really can become powerful tools in language teaching; otherwise, their utility is greatly dependent on careful planning and resource allocation.

KEYWORDS:

Mobile Language Learning Applications, individualized learning, coordinating MLAs with the curriculum, enhanced educational integration, and meticulous preparation.

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