The Instructional Value of the Mobile–Assisted Croatian Language Learning App in Learning and Teaching the Croatian Language

The development of information and communication technology has enabled the increasing use of digital tools in Croatian language teaching, including mobile applications. Although mobile-assisted language learning has been widely studied in foreign and second language learning, its use in first-language teaching has received less attention. The aim of this study was to examine the instructional value of the Mobile-Assisted Croatian Language Learning (MACLL) application from the perspective of pre-service primary school teachers. The study included 17 fifth-year students at the Faculty of Teacher Education, University of Zagreb, and employed a convergent parallel mixed-methods design. Data were collected using a questionnaire developed specifically for this study, consisting of 15 closed-ended items on a five-point Likert scale and open-ended questions. The quantitative data were analysed using descriptive statistics, while the open-ended responses were analysed using qualitative content analysis. The results show that the respondents generally perceived the application as an appropriate and useful supplementary tool for Croatian language teaching. They considered it particularly suitable for practising orthographic and grammatical content. Interactive tasks, immediate feedback, and the possibility of independent work were also recognised as important features of mobile learning. At the same time, the respondents identified limitations related to social interaction, collaborative learning, and the development of written expression. These findings indicate that mobile applications can have a place in Croatian language teaching, particularly for short activities involving practice and revision. However, their value depends on how they are designed and integrated into the teaching process. The MACLL application should therefore be viewed as an additional instructional tool rather than a replacement for other forms of language teaching. Future research should examine its use with primary school learners in classroom settings.