University students’ perceptions on the role of mobile-assisted language learning (MALL) in developing listening skills

This study examines first-year students’ perceptions of mobile-assisted language learning (MALL) at Bahir Dar University, Ethiopia, focusing on enhancing listening skills through the Canvas Student platform. A descriptive research design and a mixed-method approach were employed. To this end, a total of 99 students (23 females, 76 males) participated in the study. Quantitative data were collected via a questionnaire, while qualitative insights were gathered through observation. The findings showed high student engagement with mobile-assisted learning both in and outside the classroom. Survey results revealed that 96% of students viewed mobile technology as essential for improving academic performance. The Relative Importance Index (RII) analysis indicated that students used mobile devices mainly for sharing course materials (RII = 0.941), accessing dictionaries (RII = 0.927), and reading PDF notes (RII = 0.925). This highlights the need for integrating platforms like Canvas Student into the curriculum. Generally, the study emphasizes MALL’s role in developing listening skills and improving learning outcomes. Therefore, based on the results it was recommended that English as a Foreign Language (hereafter EFL) experts and curriculum designers integrate mobile technology into (EFL) instruction to enhance collaboration, accessibility, and student lifelong learning.