Enhancing Formal Written Communication Skills Through Mobile-Assisted Language Learning: A Quasi-Experimental Study

Abstract

This quasi-experimental study, employing a non-equivalent control group pretest/post-test design and grounded in Ecological Constructivism, investigates the impact of a Mobile-Assisted Language Learning (MALL) intervention on Formal Written Communication Skills (FWCS) among undergraduate business communication students at a private Pakistani university. Using a quantitative approach, the study assessed MALL’s effectiveness by utilizing apps like Grammarly and Google Docs for real-time feedback, through pre- and post-test evaluations of experimental and control groups. Paired t-tests revealed significant improvements in FWCS, including content/structure, business vocabulary, and grammar/syntax, but no improvement in spelling, likely due to reliance on autocorrect and informal texting habits. These findings align with prior research (Bashir et al., 2020; Moghal et al., 2020; Mubeen et al., 2021), which highlights the role of mobile learning in enhancing engagement, accessibility, and learner autonomy through self-paced practice and peer feedback. In Pakistan’s resource-constrained higher education, MALL offers scalable solutions for writing proficiency, though the lack of progress in spelling underscores the need for targeted exercises. Limitations, including the short intervention and single-institution focus, suggest the need for longitudinal, multi-institutional studies to explore spelling-focused mobile application learning (MALL) and contextual factors such as prior mobile use. The study advocates for structured MALL integration into business communication curricula, combining mobile apps with traditional spelling drills to address all FWCS components effectively, offering valuable insights for academic and professional writing instruction in resource-limited contexts.