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EFL STUDENTS’ PERCEPTION ON USING MOBILE 
LEARNING APPLICATION FOR LEARNING TO WRITE 

Anifatur Rohmah1*, Erna Iftanti2, & Arina Shofiya3 
1,2,3 Sayyid Ali Rahmatullah State Islamic Univerisity of Tulungagung, Tulungagung, Indonesia 

 
*r.anifatur13@gmail.com 

 

ABSTRACT  

One way to aid in English learning is mobile learning. The main features of the mobile 

learning application are simplicity, engagement, and instant sharing. Mobile learning also has 

the potential to make learning to spontaneous, anywhere, and adapted to the wishes of the 

teacher or students (Miangah and Amin Nezarat, 2012). The objective of this study is to find 

out the EFL Students’ Perception on Using Mobile Learning Application for Learning to Write. 

This study used descriptive quantitative research with survey design. To collect the data of 

the research, the data were collected through questionnaire. The population were EFL 

Students and sample of the study were 56 students. From the data analysis, it is concluded 

that most of the EFL students perceive the use of mobile learning application for learning 

writing skills positively. The total number of positive perceptions was 77%. Meanwhile, 23% 

students have negative perceptions. Mobile learning application used by EFL Students 
include Edmodo (11%), Google Classroom (36%), Google Meet (18%), Twitter (7%), and 

Quiz (28%). The most dominant Mobile Learning Application is Google Classroom. 

Keywords: EFL Students Perceptions, Mobile Learning Application, Teaching Writing  

INTRODUCTION 

Mobile Learning is one way to support learning English. Using mobile learning has 
many good impacts for learners. It is a useful feature include the ability to learn 
independently and to explore a wide range of English-related topics. Besides, it can 
contribute to supporting learning after COVID 19. Due to the use of mobile learning 
applications, students are able to accessibility and communicate easily of learning. The 
contribute the mobile learning application basically for ease of use, interaction, and 
immediate sharing. (Koole, 2009) state more specifically, we mean the act of accessing and 
studying educational resources while using a mobile learning application to connect with 
other students, teachers, or institutions. Furthermore, making progress with English 
learning on the fly is made easier by using mobile devices and applications. Moreover, both 
within and outside of the classroom, people can access educational resources, interact with 
others, and create content using mobile devices (UNESCO, 2017).  

Mobile learning also has potential to make learning has to spontaneously, anywhere, 
and adapted to the wishes of teacher or students (Miangah and Amin Nezarat, 2012). There 

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have been some previous studies which covers four areas. The first area was described the 
utilizing mobile learning in the process of undergraduate studies as a tool for instruction 
how view teaching and learning English (Natalia Mospan, 2021). However, her study has 
some limitations that students with various degrees, educational backgrounds, and cultural 
backgrounds represented the participants in this study. The following previous study by 
Djamdjuri, Retnowati, Herawati (2022) in their study claimed that Promoting Character 
Values for EFL Students Through Digital Learning Materials. The result was discovered that 
six aspects such as religion, honesty, self-reliance, curious nature, friendliness, and 
accountability account for the majority of the students' understandings of integrated 
character qualities. Next, previous study was written by Ament and Edwards (2018) in their 
study described The Better Teaching and More Learning in Mobile Learning Courses Againts 
a Model of Personable Learning.  

The result is about role of the teacher and provides an innovative model that highlights 
the necessity of personalized mobile learning. The last area, the effect of mobile phone on 
students' vocabularies, indicates that mobile phone is effective to support students' 
increasing their vocabulary number (Shurooq Fakhir Abdul Zahraa ,2020). However, the 
purpose of this article is created to complete the shortcomings of previous research which 
was only limited to discussing research similar to this research especially for learning to 
write by using Mobile Learning Application.  

The utilize of mobile learning has goal for English learning process. Pehkonen et al 
(2003) said that the objectives of mobile education organizing learning objectives and 
activities, but also defining various usage settings and particular needs, which can involve 
parents, teachers, and students. In the other hand, the goals of mobile learning are guide 
users and elaborates the context of use should be taken into account when creating mobile 
content and applications, and learners should be able to access personalized information 
that is relevant to their situation (O'Malley et al., 2003, p. 32). The teachers' contribution to 
the most essential source of educational inspiration needs to be reviewed by the mobile 
learning community (Schrager and Wang, 2017). 

From the perspective of language learners, a study of mobile learning for English 
learning process is still in its infancy. The majority of studies examining the usefulness of 
mobile learning in higher education's language instruction focused on the insights from 
researchers and language experts. The reason why this study is very important for the 
learners for example students can improve their creativity. Due to instructors' increased 
involvement with students and ability to foster an active learning environment, mobile 
learning has provided possibilities for both teachers and students (Hutchison, Beschorner, & 
Schmidt-Crawford, 2012). It was studied and suggested that EFL students use mobile 
learning as an instructional tool during their university studies in order to expand their 
perspectives on how students view English teaching and learning.  

 
 
 

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The participants who implement mobile learning had very positive views toward 
mobile learning since it gave them both form and meaning, were instruction-focused, and 
were technically prepared for bringing mobile learning into practice (Shurooq Fakhir 
AbdulZahra, 2020). So, this research the researcher interest to investigated on what EFL 
Students’ Perception on Using Mobile Learning Application for Learning to Write? 

LITERATURE REVIEW 

EFL Student Perceptions 

According to Gerhard (2006), EFL students are those who study English while existing 
in a region where English is not commonly spoken as a first language. Students have little 
opportunities to use English for communication outside of the classroom in this scenario. 
EFL is defined similarly by Harmer (2007), who says that it is the teaching of English to 
students who are either taking short courses in English or learning the language at home. 
Additionally, EFL students only spend a few hours a week to English study. Therefore, there 
are few opportunities for EFL students to use their new language skills into practice.  

Numerous parties have conducted extensive research on perception itself. One of them 
is Harisah and Masiming (2008), which argues that generally speaking, experts contend that 
aspects including experience, background knowledge, physical backdrop, social background, 
and culture also influence the likelihood of perception. As a result, perception can 
alternatively be defined as the outcome of one's thinking in a specific circumstance (Tarmiji 
et al., 2016). Irwanto (2002: 71) states that there are two different types of perception:  

Positive Perception 

Positive perceptions are those that characterize all knowledge, whether it is known or 
not, and attitudes that will continue with efforts to put it to use. Positive perception also 
denotes a favourable reaction toward the viewed target. 

Negative Perception 

The term "negative perception" refers to any knowledge, whether it be true or not, and 
any actions that are not consistent with the thing being perceived. Negative perception also 
denotes a negative attitude toward the viewed target. Additionally, Irwanto (2002:71) 
claimed that someone's perception, whether good or negative, constantly influences their 
choice of action. The way a person describes all of their information about an object being 
observed affects whether those positive or negative perceptions exist. In addition to the two 
categories of perception mentioned above, there is neutral perception. When both positive 
and negative affect are reasonable, neutrality results. This event illustrates the impartial 
condition in which one experiences neither strong positive nor negative emotions (Gasper, 
2018). Therefore, neutral perception is when a person does not have a strongly good or 
negative feeling toward the subject being perceived. Miftah Toha (2003: 154) mentions the 
following elements as those that affect a person's perception:  

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1) Internal factors include a person's emotions, attitudes, and personalities, as well as 
prejudice, desires, and expectations, physical and mental health, learning processes, 
values and needs, as well as interests and motivation. 

2) External factors such as childhood experiences, knowledge of one's surroundings, needs, 
intensity, dimensions, opposites, regularity of motion, and the presence of both new and 
familiar objects.  
These variables affect how individuals perceive an object and cause their perceptions 

to differ from one another. Individual differences, personality differences, attitude 
differences, or motivational differences may be linked to variations in perception. 

In this case, focusing on using mobile learning applications in students’ collage. The 
needs and expectations of the learners should be taken consideration and developing a 
system for mobile learning apps to ensure that it is both acceptable and  

practical (O'Malley et al., 2003). Many research investigations have emphasized the 
benefits of mobile learning, including the degree of engagement of students, its role in 
improving course content, its accessibility, and how it fosters collaboration and interaction 
(Lehner & No sekabel, 2002; Wentzel, van Lammeren, Molendijk, de Bruin, & Wagtendonk, 
2005.  

Additionally, several of these studies have attempted to look at how students perceive 
the use of mobile learning tools and applications in higher education (Cruz e Costa, Ojala, & 
Korhonen, 2008; Jacob & Isaac, 2007). Then, the perception of students about EFL Students’ 
Perception on Using Mobile Learning Application for Learning to Write. 

Mobile Learning Application 

In the era of technology, to meet the demands of teaching using technology, new and 
enhanced media are being accepted and deployed. The success and use of distance learning, 
e-learning, and mobile learning have been demonstrated, especially for those who are unable 
to attend classes due to financial, physical, or geographic constraints (Al-Fahad, 2009). The 
implementing mobile learning in an educational setting has many advantages, including its 
accessibility, motivating characteristics, and social involvement. One of these advantages is 
related to the portability and accessibility of mobile learning; students can access it 
whenever and wherever they choose (BenMoussa et al., 2003; Hampe, 2002; Turban, Lee, 
King, Warkentin, & Chung, 2002). The ability to select the time, location, and learning 
material makes mobile learning applications even more individualized for learners 
(Narayanasamy & Mohamed, 2013). 

Teaching Writing Skills 

Writing is a difficult skill that calls for students not only put their thoughts into words 
but also use various ways to express those thoughts (Ruhama & Purwaningsih, 2018). 
According to Brown (2000), writing requires students to have the ability to generate ideas, 
organize them coherently, use appropriate references and rhetorical devices to put together 
a cohesive written text, revise text to avoid ambiguity, edit for the use of appropriate 
grammar, and finally produce the written product. Moreover, according to Richards and 

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Renandya (2002), there are four key stages of writing such as planning, drafting, rewriting, 
and editing.  

However, teaching writing using mobile learning application as contemporary 
approaches to education.  Additionally, students who feel a desire to learn anywhere and at 
any time have supported the use of mobile devices (Evans, 2008). Teaching writing using 
mobile learning application usually conduct use some technology or certain platform. Mobile 
applications that can enable online learning are available in a wide variety. Each online 
learning tool has a distinctive structure and method of operation for example google 
classroom application, google meeting, zoom, whatsApp, you tube, edmodo, and others. The 
benefit of mobile learning application for teaching writing are the suitability of materials and 
assignments during online learning, the interest in following the online learning process, the 
attraction is seen from the appearance of mobile learning itself, the level of understanding in 
covering the materials can be mastered, being able to complete tasks through mobile 
learning productivity in completing the given tasks (Jayanti et al, 2019).  

METHOD 

The design of this study is descriptive quantitative approach with survey design. 
Concerning with the quantitative approach, this study used survey design. Creswell 
(2012:376) survey designs describe the views, opinions, behaviors, or features of the 
population, researchers may use survey designs in quantitative research, in which they 
administer a survey to a sample of participants or the entire population. Because quantitative 
research gives numerical data, which is more reliable than just narration and description, the 
writer chose this approach. Here, the writer investigated the EFL Students’ Perceptions in 
Using Mobile Learning application for Learning to Write. 

The instrument of this study is questionnaire. Mayang, et., al (2017) note that, 
questionnaires are frequently used as a method, because they are very easy to complete. The 
questionnaire was adopted from Natalia Mospan’s (2021) Interest in Using Information 
Technology and Mobile Apps for the Language Learning.  The questionnaire consists of 10 
questions with close-ended question because it is easy to answer by the respondents. In 
addition, it makes the writer easy to code analyze the data. The questionnaire distributing 
through Google form. Then, the participants fulfil the questionnaire. Therefore, English and 
Bahasa Indonesia was used in the questionnaire of this study.   

According to Larasati (2019) the population is composed of all individuals of interest 
to the researcher. Thus, population were EFL Students who have study English Using Mobile 
Learning application for Learning to Write. Arikunto (2002: 112) argues the use a big sample 
is one of the characteristic features of descriptive research, and it recommends that one 
choose a sample from 10%-20% or 25%-50% of the accessible population. for the sample if 
population are more than 100 number. It means this study use 20%-25% of sample and 
technique of sampling using purposive sampling. This sample of study were 56 students. 

Data is the quantity of the fact that the author obtained and utilized as the study's 
information. Data of this study were EFL Students’ perception in Using Mobile Learning 
application for Learning to Write. Then, the writer analyzed the data with theoretical study 

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and presents the result with data percentage also drawing conclusion. To analyze the data 
the writer employed some steps, such as: identification of EFL Students’ perception in Using 
Mobile Learning application for Learning to Write, classification of EFL Students’ perception, 
calculating the percentage each type of EFL Students’ perception, then makes a conclusion 
about EFL Students’ perception in Using Mobile Learning application for Learning to Write. 

FINDINGS 

The writer addressed a set of questions in the form of questionnaire to which the 
students had to respond EFL Students’ Perception on Using Mobile Learning Application for 
Learning to Write. The Results from data analyses were given in tables with conclusions after 
completion. The information is given in percentage. To answer the research question, the 
writer described the results of the questionnaire’s response are subdivided into the 
following sections:  

Table 1. Responses of Questionnaire 

NO Statement 
Strongly 
Agree 

Agree Disagree 
Strongly 
Disagree 

1 

Use of educational technology and 
mobile apps in our language classrooms 
increases my motivation 

44,6% 55,4% - - 

2 
Computer based teaching activities 
make the lesson more enjoyable. 

41,1% 58,9% - - 

3 
Technology can be boring and 
unnecessary 

1,7% 17,9% 41,1% 39,9% 

4 
I can understand language better when 
my teacher uses technology in the class 

25% 66,1% 7,1% 1,8% 

5 
Using mobile apps and educational 
technology tools distract me 

8,9% 55,4% 28,6% 7,1% 

6 

Different technological devices and/or 
mobile apps should be used in class to 
increase my motivation for learning 
English 

41,1% 48,2% 8,9% 1,9% 

7 
When we use technology all the time, it 
makes the lesson long and boring 

1,8% 14,3% 48,2% 35,7% 

8 
Computer-and mobile-based lessons 
are more enjoyable and effective than 
traditional lessons 

42,9% 46,4% 10,7% - 

9 
Web-surfing I do when preparing for 
my English classes makes me more 
active in the learning process (writing). 

32,1% 66,1% 1,8% - 

10 
Using educational technology and 
mobile apps improves my English skills 
of writing. 

35,7% 64,3% - - 

 

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Based on table above, the writer concluded that majority of students strongly agree and 
agree with the statement of questionnaire. In contrast with statement of disagree and 
strongly disagree. This article analyzed based on the theoretical stated by Irwanto (2002: 
71) about Perceptions of learners. 

Table 2. The Classification of EFL Students Perceptions 

Based on data above, the diagram pie drawn 77% students have positive perceptions. 
It calculated score 155 (28%) strongly agree and 275 (49%) agree. Meanwhile, 23% students 
have negative perceptions. It calculated score 82 (15%) disagree and 48 (8%) strongly 
disagree. The dominant perception is positive perceptions. From Figure 1 diagram EFL 
Students’ Perceptions the dominant perception is Agree (49%). In addition, the EFL Students’ 
Perceptions strongly agree and agree in several condition as follow: mobile apps can increase 
motivation, lessons are more interesting when they are computer-based, using technology 
make easy understand, using mobile apps can distract the students, using combination of 
mobile apps to increase motivation for learning English, mobile learning application. 
Effective for learning English, using web-surfing for learning process (writing), and using 
educational technology and mobile apps can improve English skills of writing. To develop the 
questionnaire, the writer gives open ended questionnaire for the respondents. The 
questionnaire is about kinds of Mobile learning application are used by the learners to write. 
It shows in table below: 

Table 3. Mobile Learning Application Using by the Learners 

NO Application Score Percentage 

1 Edmodo 6 11% 

2 Google Classroom 20 36% 

3 Google Meet 10 18% 

4 Twitter 4 7% 

5 Quiz 16 28% 

Total 56 100% 

According to table above, there are several kinds of Mobile learning application to 
support the students in learning to write.  There are include Edmodo, google classroom, 
google meet, twitter, and quiz. Start from dominant application or the highest that using by 
the students is google classroom with score 20 (36%). Next, quiz is second dominant with 

No Classification Score Percentage Category Perception Total 

1 Strongly Agree 155 28% Positive Perceptions 77% 

2 Agree 275 49% Positive Perceptions 

3 Disagree 82 15% Negative Perceptions 23% 

4 Strongly Disagree 48 8% Negative Perceptions 

560 100%  100% 

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score 16 (28%). Then google meet with score 10 (18%). Edmodo with score 6 (11%). And 
the lowest application is twitter with score 4 (7%). 

DISCUSSION 

After got a result of finding data, the writer shows the discussion based on the theory 
by expert. In case, based on the finding there are two classifications type of perceptions 
including positive perceptions and negative perceptions. 

Positive Perceptions 

Positive perceptions called good response toward the target being received. It has 
broad section. It also familiar and dominant perception. In positive perceptions, the students 
full agree with any response or perspective. It is in line with theory stated by Irwanto (2002: 
71) Positive perceptions are those that characterize all knowledge, while people are aware 
of it or not, and responses that support efforts to put it to use.  

The situation of positive perception likely students felt agree when they use of 
educational technology and mobile apps in their language classrooms can increases the 
motivation, lessons are more interesting when they are computer-based, using mobile 
application and educational technology in teaching learning, variation of technological 
devices or mobile application, use technology all the time can makes the lesson enjoy and 
kindly. Preparing English classes can more active in the learning process of writing, 
Computer-and mobile-based lessons are effective more than traditional lessons and using 
educational technology and mobile apps improve English skills of writing. 

Negative perception  

The term "negative perception" refers to any knowledge, whether it be true or not, and 
any actions that are not consistent with the thing being perceived. Negative perception also 
denotes a negative attitude toward the viewed target. In this article show the negative 
perception in some term it causes by technology can be boring and unnecessary. In this 
study, the students have almost little of negative perceptions. It containing the result of 
disagree and totally disagree responses about 23%. Based on Irwanto (2002:71) state the 
statement of negative perception is the response can’t be received by the people. So, it can be 
concluded that the negative perception like as an expressing of disagreement. The negative 
perceptions are, technology can be boring and unnecessary, using mobile apps and 
educational technology tools distract the learning process, any variation of mobile apps 
should be used in classroom to increase the motivation for learning English, and using 
technology all the time it makes the lesson long and boring. 

Mobile learning application 

Mobile learning application as the media technology to support and enhance the 
successful of learning process. From the result of study, students have several mobile 
learning applications for example Edmodo, Google Classroom, Google Meet, Twitter, and 
quiz. Furthermore, the advantages of using mobile learning application are students easy to 
access material for learning, make students simple doing English learning process, and 

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become one way to social interaction. It is in line with statement by (Ben Moussa et. al, 2003, 
and Hampe, 2002; Turban, Lee, King, Warkentin, & Chung, 2002) The implementing mobile 
learning in an educational setting has many advantages, including simplicity, motivating 
characteristics, and social involvement. One of these advantages is connected to the 
portability and accessibility of mobile learning; students can access it whenever and 
wherever it is easy for them. 

 

CONCLUSION 

The result of this study mentioned that the EFL Students’ Perception on Using Mobile 
Learning Application for Learning to Write is positive perception. The total 77% students 
have positive perceptions. It calculated score 155 (28%) strongly agree and 275 (49%) 
agree. It means that strongly agree and agree response are categories of positive perception. 
Meanwhile, 23% students have negative perceptions. It calculated score 82 (15%) disagree 
and 48 (8%) strongly disagree. The dominant perception is positive perceptions. It means 
that strongly disagree and disagree response are categories of negative perception.  

Mobile learning application using by students to support learning to write.  There are 
including Edmodo, Google Classroom, Google Meet, Twitter, and Quiz. Start from dominant 
application or the highest that using by the students is google classroom with score 20 
(36%). Next, quiz is second dominant with score 16 (28%). Then google meet with score 10 
(18%). Edmodo with score 6 (11%). And the lowest application is twitter with score 4 (7%). 
Furthermore, the writer suggests for future researchers when conduct same topic it can be 
used large sample and different level of institutions. 

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Fahad Alkhezzi, Wadha Al-Dousari (2016). The Impact of Mobile Learning on ESP Learners’ 
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