Critical Reading Skill Development through Mobile-Assisted Language Learning (MALL) Collaboration: A Needs Analysis
DOI:
https://doi.org/10.31605/eduvelop.v9i1.5807Keywords:
Mobile-Assisted Language Learning; collaborative learning; critical reading; needs analysis; English educationAbstract
This study investigates the integration of collaborative learning within mobile-assisted language learning (MALL) environments to enhance critical reading skills among English Department students in East Kalimantan. The research aims to identify learners’ and lecturers’ needs, wants, and challenges related to critical reading instruction through mobile-based collaboration. Employing a mixed-methods approach, data were collected from 55 students and 5 lecturers using a 50-item Likert-scale questionnaire and semi-structured interviews. Quantitative data were analyzed descriptively, while qualitative responses were coded thematically using ATLAS.ti. The findings reveal that both students and lecturers highly value the incorporation of technology and collaborative activities in fostering critical reading abilities. Over 90% of respondents agreed that MALL enhances engagement, autonomy, and comprehension when combined with peer interaction and authentic materials. However, challenges such as diverse proficiency levels, limited digital resources, and insufficient professional training for lecturers were also identified. The study concludes that designing collaborative MALL frameworks—integrating discussion forums, peer feedback, and adaptive learning tools—can significantly support the development of students’ critical literacy. The results provide a foundation for developing context-specific MALL applications and contribute to the advancement of critical reading pedagogy in higher education
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References
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Burns, A. (1999). Collaborative Action Research for English Language Teachers. Cambridge University Press. https://books.google.co.id/books?id=E39dms4JOOgC
Chamorro-Atalaya, O., Marcelo-Veliz, B., Morales-Romero, G., Trinidad-Loli, N., Villar-Valenzuela, D., Caycho-Salas, B. & León-Velarde, C. (2022). Collaborative learning through virtual tools: Analysis of the perception of student satisfaction of teaching performance. Indonesian Journal of Electrical Engineering and Computer Science, 26(2), 1082. https://doi.org/10.11591/ijeecs.v26.i2.pp1082-1090
Chandran, T. N. & Ismail, H. H. (2023). Exploring Mobile Assisted Language Learning in Enhancing Reading Skill among ESL Learners: A Concept Paper. International Journal of Academic Research in Business and Social Sciences, 13(12). https://doi.org/10.6007/IJARBSS/v13-i12/20193
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Jeong Park, E. (2021). Affordances and Challenges of Mixed- Methods Needs Analysis for the Development of ESP Courses. Language Teaching Research Quarterly, 23, 12–22. https://doi.org/10.32038/ltrq.2021.23.03
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Koşar, G. (2023c). Online collaborative learning: does it improve college students’ critical reading skills? Interactive Learning Environments, 31(8), 5114–5126. https://doi.org/10.1080/10494820.2021.1998137
Larking, M. (2017). Critical Reading Strategies in the Advanced English Classroom.
Manarin, K. (2019). Why read? Higher Education Research and Development, 38(1), 11–23. https://doi.org/10.1080/07294360.2018.1527296
Manarin, K., Carey, M., Rathburn, M., Ryland, G. & Hutchings, P. (2016). Critical reading in higher education: Academic goals and social engagement. Critical Reading in Higher Education: Academic Goals and Social Engagement, 1–165. https://doi.org/10.1080/07380577.2017.1420279
Mayang, A., Nurkamto, J. & Drajati, N. A. (2019). THE NEEDS ANALYSIS OF SENIOR HIGH SCHOOL STUDENTS’ READING COMPETENCE IN NATIONAL EXAMINATION: STUDENTS’ PERSPECTIVE. ETERNAL (English, Teaching, Learning, and Research Journal), 5(1), 130. https://doi.org/10.24252/Eternal.V51.2019.A11
Mochizuki, T., Watanabe, S., Miyatani, T., Oura, H., Sato, T., Nishimori, T., Tsubakimoto, M., Nakahara, J., Yamauchi, Y., Henrik, J. K. & Matsumoto, K. (2009). eJournalPlus. Proceedings of the 9th International Conference on Computer Supported Collaborative Learning - CSCL’09, 100–102. https://doi.org/10.3115/1599503.1599537
Muhammad, Z. H. M. (2020a). MOBILE ASSISTED LANGUAGE LEARNING FOR DEVELOPING CRITICAL READING SKILLS OF EFL UNIVERSITY STUDENTS. CDELT Occasional Papers in the Development of English Education, 69(1), 225–250. https://doi.org/10.21608/opde.2020.145639
Muhammad, Z. H. M. (2020b). MOBILE ASSISTED LANGUAGE LEARNING FOR DEVELOPING CRITICAL READING SKILLS OF EFL UNIVERSITY STUDENTS. CDELT Occasional Papers in the Development of English Education, 69(1), 225–250. https://doi.org/10.21608/opde.2020.145639
Murillo, H. J. G., Ortega, J. M. T. & Buelvas, L. J. A. (2024a). Virtual Learning Environment as a Strategy to Strengthen Reading Comprehension in Basic Secondary Education Students. Journal of Ecohumanism, 3(5). https://doi.org/10.62754/joe.v3i5.6288
Murillo, H. J. G., Ortega, J. M. T. & Buelvas, L. J. A. (2024b). Virtual Learning Environment as a Strategy to Strengthen Reading Comprehension in Basic Secondary Education Students. Journal of Ecohumanism, 3(5). https://doi.org/10.62754/joe.v3i5.6288
Palupi, T. M. (2024). Developing a learning management system for critical literacy course: A need analysis. Bahasa Dan Seni: Jurnal Bahasa, Sastra, Seni, Dan Pengajarannya, 51(1). https://doi.org/10.17977/um015v51i12023p91
Rizqiani, D. A. & Elida, Y. (2025). An Analysis of EFL Student’s Needs of a Critical Literacy Model. Scope : Journal of English Language Teaching, 9(2), 828. https://doi.org/10.30998/scope.v9i2.25093
Şendağ, S., Caner, M., Gedik, N. & Toker, S. (2024). Enhancing language proficiency through mobile extensive listening and podcasting: A multifaceted approach to metacognition and critical thinking. Thinking Skills and Creativity, 54, 101656. https://doi.org/10.1016/j.tsc.2024.101656
Serafini, E. J., Lake, J. B. & Long, M. H. (2015). Needs analysis for specialized learner populations: Essential methodological improvements. English for Specific Purposes, 40, 11–26. https://doi.org/10.1016/j.esp.2015.05.002
Shabbir, T. & Nadeemullah, M. (2020). EDUCATIONAL EMPLOYEE HIGH PERFORMANCE WORK PRACTICES: A FOURTH INDUSTRIAL CONTEXT. In PJER (Vol. 3, Issue 1).
So, H.-J. & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51(1), 318–336. https://doi.org/10.1016/j.compedu.2007.05.009
Sönmez, H. (2019). An Examination of Needs Analysis Research in the Language Education Process. International Journal of Education and Literacy Studies, 7(1), 8. https://doi.org/10.7575/aiac.ijels.v.7n.1p.8
Sudiatama, Dehghani, S. & Zamorano, A. (2023). The Efficacy of Mobile-Assisted Language Learning in Improving Learners’ Reading Skills in Relation to Metacognitive Strategy. Journal of Language and Literature Studies, 3(1), 53–66. https://doi.org/10.36312/jolls.v3i1.992
TROUSSAS, C., VIRVOU, M. & ALEPIS, E. (2014). Collaborative Learning: Group Interaction in an Intelligent Mobile-Assisted Multiple Language Learning System. Informatics in Education, 13(2), 279–292. https://doi.org/10.15388/infedu.2014.17
Wilson, C. (2014). Semi-Structured Interviews. In Interview Techniques for UX Practitioners (pp. 23–41). Elsevier. https://doi.org/10.1016/B978-0-12-410393-1.00002-8
Xiaoli, Y. (2024). Enhancing Early Language Learning: The Impact of Mobile-Assisted Language Learning (MALL) on Young Learners’ Language Proficiency. Occupation and Professional Education, 1(5), 71–76. https://doi.org/10.62381/O242512
Zou, D., Xie, H. & Wang, F. L. (2021a). Peer-Assessment Enhanced Collaborative Learning in a Virtual Learning Environment (pp. 132–141). https://doi.org/10.1007/978-3-030-80504-3_11
Zou, D., Xie, H. & Wang, F. L. (2021b). Peer-Assessment Enhanced Collaborative Learning in a Virtual Learning Environment (pp. 132–141). https://doi.org/10.1007/978-3-030-80504-3_11
Adams, W. C. (2015). Conducting Semi‐Structured Interviews. In Handbook of Practical Program Evaluation (pp. 492–505). Wiley. https://doi.org/10.1002/9781119171386.ch19
Akyel, A. S. & Ozek, Y. (2010). A language needs analysis research at an English medium university in Turkey. Procedia - Social and Behavioral Sciences, 2(2), 969–975. https://doi.org/10.1016/j.sbspro.2010.03.136
Anuar, N. & Sidhu, G. K. (2017). Critical reading skills: A survey of postgraduate students’ perspective of critical reading. Pertanika Journal of Social Sciences and Humanities, 25(February), 163–172.
Auliya, P. K., Ardiyansah, T. Y. & Muhammad, R. N. (2021). Mobile Assisted Language Learning: Platfoms To Support Students Teacher Improving Reading Skill. Journal of English Teaching, Literature, and Applied Linguistics, 5(1), 70. https://doi.org/10.30587/jetlal.v5i1.2527
Belenky, D. M. & Nokes-Malach, T. J. (2012). Motivation and Transfer: The Role of Mastery-Approach Goals in Preparation for Future Learning. Journal of the Learning Sciences, 21(3), 399–432. https://doi.org/10.1080/10508406.2011.651232
Bogdan, Robert. & Biklen, S. Knopp. (1998). Qualitative research for education : an introduction to theory and methods. Allyn and Bacon.
Burns, A. (1999). Collaborative Action Research for English Language Teachers. Cambridge University Press. https://books.google.co.id/books?id=E39dms4JOOgC
Chamorro-Atalaya, O., Marcelo-Veliz, B., Morales-Romero, G., Trinidad-Loli, N., Villar-Valenzuela, D., Caycho-Salas, B. & León-Velarde, C. (2022). Collaborative learning through virtual tools: Analysis of the perception of student satisfaction of teaching performance. Indonesian Journal of Electrical Engineering and Computer Science, 26(2), 1082. https://doi.org/10.11591/ijeecs.v26.i2.pp1082-1090
Chandran, T. N. & Ismail, H. H. (2023). Exploring Mobile Assisted Language Learning in Enhancing Reading Skill among ESL Learners: A Concept Paper. International Journal of Academic Research in Business and Social Sciences, 13(12). https://doi.org/10.6007/IJARBSS/v13-i12/20193
Dwi Asyura, C. (2021). Journal of English Language Teaching UNP JOURNAL Students’ Need Analysis on Critical Reading Learning Material at English Department of Universitas Negeri Padang Article History Abstract. 10(3), 462–474. https://doi.org/10.24036/jelt.v10i3.114339
Fola-Adebayo, T. J. (2019). Perceptions of undergraduates on the relationship between exposure to blended learning and online critical literacy skills. Reading & Writing, 10(1). https://doi.org/10.4102/rw.v10i1.200
Hammer, D. & Wildavsky, A. (2018). The Open-Ended, Semistructured Interview: An (Almost) Operational Guide. In Craftways (pp. 57–101). Routledge. https://doi.org/10.4324/9780203794517-5
Imran, F. & Hidayatullah, H. (2018). Developing EFL Critical Reading Syllabus and Materials for Students of the English Department - IKIP Mataram. Researchers World : Journal of Arts, Science and Commerce, IX(4), 45. https://doi.org/10.18843/rwjasc/v9i4/06
Jeong Park, E. (2021). Affordances and Challenges of Mixed- Methods Needs Analysis for the Development of ESP Courses. Language Teaching Research Quarterly, 23, 12–22. https://doi.org/10.32038/ltrq.2021.23.03
Keezhatta, M. S. & Omar, A. (2019). Enhancing Reading Skills for Saudi Secondary School Students through Mobile Assisted Language Learning (MALL): An Experimental Study. International Journal of English Linguistics, 9(1), 437. https://doi.org/10.5539/ijel.v9n1p437
Kirsch, C. (2016). Developing language skills through collaborative storytelling on iTEO. Literacy Information and Computer Education Journal, 7(2). https://doi.org/10.20533/licej.2040.2589.2016.0298
Koşar, G. (2023a). Online collaborative learning: does it improve college students’ critical reading skills? Interactive Learning Environments, 31(8), 5114–5126. https://doi.org/10.1080/10494820.2021.1998137
Koşar, G. (2023b). Online collaborative learning: does it improve college students’ critical reading skills? Interactive Learning Environments, 31(8), 5114–5126. https://doi.org/10.1080/10494820.2021.1998137
Koşar, G. (2023c). Online collaborative learning: does it improve college students’ critical reading skills? Interactive Learning Environments, 31(8), 5114–5126. https://doi.org/10.1080/10494820.2021.1998137
Larking, M. (2017). Critical Reading Strategies in the Advanced English Classroom.
Manarin, K. (2019). Why read? Higher Education Research and Development, 38(1), 11–23. https://doi.org/10.1080/07294360.2018.1527296
Manarin, K., Carey, M., Rathburn, M., Ryland, G. & Hutchings, P. (2016). Critical reading in higher education: Academic goals and social engagement. Critical Reading in Higher Education: Academic Goals and Social Engagement, 1–165. https://doi.org/10.1080/07380577.2017.1420279
Mayang, A., Nurkamto, J. & Drajati, N. A. (2019). THE NEEDS ANALYSIS OF SENIOR HIGH SCHOOL STUDENTS’ READING COMPETENCE IN NATIONAL EXAMINATION: STUDENTS’ PERSPECTIVE. ETERNAL (English, Teaching, Learning, and Research Journal), 5(1), 130. https://doi.org/10.24252/Eternal.V51.2019.A11
Mochizuki, T., Watanabe, S., Miyatani, T., Oura, H., Sato, T., Nishimori, T., Tsubakimoto, M., Nakahara, J., Yamauchi, Y., Henrik, J. K. & Matsumoto, K. (2009). eJournalPlus. Proceedings of the 9th International Conference on Computer Supported Collaborative Learning - CSCL’09, 100–102. https://doi.org/10.3115/1599503.1599537
Muhammad, Z. H. M. (2020a). MOBILE ASSISTED LANGUAGE LEARNING FOR DEVELOPING CRITICAL READING SKILLS OF EFL UNIVERSITY STUDENTS. CDELT Occasional Papers in the Development of English Education, 69(1), 225–250. https://doi.org/10.21608/opde.2020.145639
Muhammad, Z. H. M. (2020b). MOBILE ASSISTED LANGUAGE LEARNING FOR DEVELOPING CRITICAL READING SKILLS OF EFL UNIVERSITY STUDENTS. CDELT Occasional Papers in the Development of English Education, 69(1), 225–250. https://doi.org/10.21608/opde.2020.145639
Murillo, H. J. G., Ortega, J. M. T. & Buelvas, L. J. A. (2024a). Virtual Learning Environment as a Strategy to Strengthen Reading Comprehension in Basic Secondary Education Students. Journal of Ecohumanism, 3(5). https://doi.org/10.62754/joe.v3i5.6288
Murillo, H. J. G., Ortega, J. M. T. & Buelvas, L. J. A. (2024b). Virtual Learning Environment as a Strategy to Strengthen Reading Comprehension in Basic Secondary Education Students. Journal of Ecohumanism, 3(5). https://doi.org/10.62754/joe.v3i5.6288
Palupi, T. M. (2024). Developing a learning management system for critical literacy course: A need analysis. Bahasa Dan Seni: Jurnal Bahasa, Sastra, Seni, Dan Pengajarannya, 51(1). https://doi.org/10.17977/um015v51i12023p91
Rizqiani, D. A. & Elida, Y. (2025). An Analysis of EFL Student’s Needs of a Critical Literacy Model. Scope : Journal of English Language Teaching, 9(2), 828. https://doi.org/10.30998/scope.v9i2.25093
Şendağ, S., Caner, M., Gedik, N. & Toker, S. (2024). Enhancing language proficiency through mobile extensive listening and podcasting: A multifaceted approach to metacognition and critical thinking. Thinking Skills and Creativity, 54, 101656. https://doi.org/10.1016/j.tsc.2024.101656
Serafini, E. J., Lake, J. B. & Long, M. H. (2015). Needs analysis for specialized learner populations: Essential methodological improvements. English for Specific Purposes, 40, 11–26. https://doi.org/10.1016/j.esp.2015.05.002
Shabbir, T. & Nadeemullah, M. (2020). EDUCATIONAL EMPLOYEE HIGH PERFORMANCE WORK PRACTICES: A FOURTH INDUSTRIAL CONTEXT. In PJER (Vol. 3, Issue 1).
So, H.-J. & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51(1), 318–336. https://doi.org/10.1016/j.compedu.2007.05.009
Sönmez, H. (2019). An Examination of Needs Analysis Research in the Language Education Process. International Journal of Education and Literacy Studies, 7(1), 8. https://doi.org/10.7575/aiac.ijels.v.7n.1p.8
Sudiatama, Dehghani, S. & Zamorano, A. (2023). The Efficacy of Mobile-Assisted Language Learning in Improving Learners’ Reading Skills in Relation to Metacognitive Strategy. Journal of Language and Literature Studies, 3(1), 53–66. https://doi.org/10.36312/jolls.v3i1.992
TROUSSAS, C., VIRVOU, M. & ALEPIS, E. (2014). Collaborative Learning: Group Interaction in an Intelligent Mobile-Assisted Multiple Language Learning System. Informatics in Education, 13(2), 279–292. https://doi.org/10.15388/infedu.2014.17
Wilson, C. (2014). Semi-Structured Interviews. In Interview Techniques for UX Practitioners (pp. 23–41). Elsevier. https://doi.org/10.1016/B978-0-12-410393-1.00002-8
Xiaoli, Y. (2024). Enhancing Early Language Learning: The Impact of Mobile-Assisted Language Learning (MALL) on Young Learners’ Language Proficiency. Occupation and Professional Education, 1(5), 71–76. https://doi.org/10.62381/O242512
Zou, D., Xie, H. & Wang, F. L. (2021a). Peer-Assessment Enhanced Collaborative Learning in a Virtual Learning Environment (pp. 132–141). https://doi.org/10.1007/978-3-030-80504-3_11
Zou, D., Xie, H. & Wang, F. L. (2021b). Peer-Assessment Enhanced Collaborative Learning in a Virtual Learning Environment (pp. 132–141). https://doi.org/10.1007/978-3-030-80504-3_11
Published
2026-03-31
How to Cite
Rahman Nur, D., Rachman , D. ., & Arbain, A. (2026). Critical Reading Skill Development through Mobile-Assisted Language Learning (MALL) Collaboration: A Needs Analysis. Eduvelop: Journal of English Education and Development , 9(1), 297–306. https://doi.org/10.31605/eduvelop.v9i1.5807
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