MOBILE APP-ASSISTED LEARNING: ENHANCING LISTENING COMPREHENSION SKILLS IN SECONDARY SCHOOL ENGLISH LEARNERS

Abstract This quasi-experimental research explored the effectiveness of a 12-week‚ adaptively delivered mobile application (ListenWise) in developing listening comprehension in 120 Thai’s secondary EFL learners (Grade-10‚ CEFR B1). A pretest–posttest mixed-methods design study with a 4-week delayed post assessment showed that the experimental group (n = 60) performed significantly better than the control group (n = 60) on standardized IELTS listening measures, which resulted in a large effect size (d = 0. 001, η² =. 205) when analyses were adjusted for pretest and motivation. yi =.66 at follow-up; decay p <.001) in high-frequency pairs. 065). Analysis of app usage logs, and interviews (n = 20) and journals (n = 720 entries), revealed three features that underline engagement and strategy development: adaptive difficulty scaling, metacognitive prompts, and gamified autonomy. Results telescope MALL theory by illustrating sustained outcomes in a secondary EFL setting and revealing a scalable road map for digital listening pedagogy. Keywords: Mobile learning, Listening comprehension, Adaptive technology, EFL, Secondary education.