Auto-Mobile Language Learning: Autonomous Language Learning based on the Practicality of Mobile Application

Anis Firdatul Rochma, Sulis Triyono


As it is remarkably essential for the language learners to enhance their skill and competence in foreign languages, establishing autonomous language learning is believed to be critical since it contributes to the learners’ capability in mastering the target language independently. One of many strategies employed to develop the learner autonomy is by incorporating modern technology, such as smartphones and tablet PCs, within the language learning activity. However, several issues arise pertaining to the implementation of modern technology in the learning process that seems quite ineffective in creating such situations to make the learner autonomy comes into a realization. Henceforth, the present study is projected to seek the beneficial impacts of Edmodo, Duolingo, Memrise, Socrative, and Quizlet, through the elaboration of SAMR model with regard to help the learners increase their language learning autonomy. Employing mobile applications is clearly able to create autonomous language learning since it facilitates the learners to not only learn the language but also acquire the target language in order to develop the language competence of the learners. However, the instruction given by the teachers is still needed to assist the learners in achieving the goal of the language learning.


Autonomous learning; foreign language learning; mobile application.


Affandi, Muhammad Hasan. (2018). Memrise as a Builder Students Vocabulary. Journal EFEKTOR, Vol. 5, No. 1, 2018, 32-38.

Ahmed, Heba Bahjet Essa. (2016). Duolingo as a Bilingual Learning App: A Case Study. Arab Society of English Language Study, Vol. 7, No. 2, 255-267.

Bicen, Huseyin. (2015). The Role of Social Learning Networks in Mobile Assisted Language Learning: Edmodo as a Case Study. Journal of Universal Computer Science, Vol. 21, No. 10, 1297-1306.

Caldwell, Helen. (2015). Teaching with Tablets. London: SAGE Publication Ltd.

Cunningham, Kelly. (2017). Quizlet for Learner Training and Autonomy in Philip Hubbard and Sophie Ioannou-Georgiou (Eds.), Teaching English Reflectively with Technology. IATEFL Learning Technologies, (pp.123-135).

Fauzi, Adin. (2017). The Effect of Edmodo on Students’ Writing Skill in Recount Text. International Journal of Pedagogy and Teacher Education, Vol. 1, Issue 2, 73-79.

Finardi, Kyria Rebeca. (2016). Mobile Assisted Language Learning: Affordances and Limitations of Duolingo. Education and Linguistics Research, Vol. 2, No. 2, 48-65.

Gaer, Susan. (2017). Reflections on Using Mobile Technology: Quizlet in Philip Hubbard and Sophie Ioannou-Georgiou (Eds.), Teaching English Reflectively with Technology. IATEFL Learning Technologies, (pp.151-163).

Jati, Gumawang. (2018). The Use of Smartphone Applications in English Language Teaching and Learning. Jurnal Sosioteknologi, Vol. 17, No. 1, 144-153.

Kumaravadivelu, B. (2003). Beyond Methods: Macrostrategies for Language Teaching. New Haven and London: Yale University Press.

Mardjuki, Said. (2018). Learner Autonomy: Gender-Based Perception among EFL Indonesian Students. Indonesian Journal of EFL and Linguistics, Vol. 3, No.1, 1-17.

Mokhtar, Farha Alia. (2016). Rethinking Conventional Teaching in Language Learning and Proposing Edmodo as Intervention: A Qualitative Analysis. Malaysian Online Journal of Educational Technology, Vol. 4, No. 2, 22-37.

Na, Zeng. (2018). Online Autonomous Learning and Positive Psychology: Gratitude as a Key Facilitator of WeChat English Learning for Chinese Undergraduates. International Journal of Liberal Arts and Social Science, Vol. 6, No. 1, 54-60.

Persson, Veronica, Nouri, Jalal. (2018). A Systematic Review of Second Language Learning with Mobile Technologies. International Journal of Emerging Technologies in Learning, Vol. 13, No. 2, 188-210.

Razeq, Anwar Ahmad Abdel. (2014). University EFL Learners’ Perceptions of Their Autonomous Learning Responsibilities and Abilities. RELC Journal, Vol. 45(3), 321-336.

Steel, Caroline. 2012. Fitting Learning into Life: Language Students’ Perspectives on Benefits of Using Mobile Apps in M. Brown, M. Hartnett & T. Stewart (Eds.), Future Challenges, Sustainable Futures. Proceedings Wellington, (pp. 875-880).

Sundayana, Wachyu. (2016). The Use of Edmodo in Teaching Writing in a Blended Learning Setting. Indonesian Journal of Applied Linguistics, Vol. 5, No. 2, 242-252.

Wijaya, Antonius Agus. (2017). The Role of Digital Learning Facilitation: Socrative App to Engage Students in Learning English. Unpublished Thesis. Yogyakarta: Sanata Dharma University.


  • There are currently no refbacks.

Comments on this article

View all comments