Experts’ Feedback on Mobile Assisted Language Learning Module for Tertiary-Level ESL Courses
DOI:
https://doi.org/10.24191/n27b3727Keywords:
Mobile-Assisted Language Learning, English as a Second Language, Design and Development ResearchAbstract
The integration of technology, particularly Mobile-Assisted Language Learning (MALL), has become increasingly essential in addressing the linguistic, psychological, and pedagogical challenges faced by tertiary-level English as a Second Language students. This study aims to establish the pedagogical appropriateness and content validity of a newly proposed MALL framework for tertiary-level ESL courses, before its real-world implementation. Rooted in the principles of Social Constructivism, the research represents the design phase of a larger Design and Development Research project. A purposive sampling technique was employed to select ten experts from the fields of Educational Technology and Teaching English as a Second Language. These experts evaluated the module through a questionnaire utilizing a four-point Likert scale, assessing its concept, content, media design, prerequisite skills, learning strategies, learning activities, and assessment components. Descriptive analysis of the quantitative feedback revealed a high consensus among the experts across four primary domains. The findings confirmed strong agreement on the module's instructional structure, the inclusion of collaborative learning strategies such as scaffolding and problem-solving, the selection of a Learning Management System as the highly accessible operational platform, and the integration of interactive assessment methods such as recorded oral presentations for immediate feedback. In conclusion, the expert validation process demonstrates that the MALL module framework robust pedagogical appropriateness, successfully incorporating learner-centered and autonomous learning environments. The study recommends that future research should advance to actual classroom implementation to measure the real-world effectiveness of the module on students' communication competence and language proficiency
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