A Holistic Perspective on (In)formal English Learning through Mobile Apps, Gamification, and Virtual and Augmented Reality

Abstract

Using digital tools such as Computer-Assisted Language Learning (CALL), Mobile-Assisted Language Learning (MALL), Virtual Reality (VR), Augmented Reality (AR), and gamification has remodeled language learning. Despite their advances and integration into language programs, gaps remain in personalization, accessibility, and skill development. This study aims to explore the impact of such tools on language learning outcomes in formal and informal settings, with a focus on mobile Apps, VR/AR, and gamification. A mixed-method approach was employed, interconnecting quantitative surveys with 150 participants and qualitative interviews. The former was used to assess tool usage, motivation, and proficiency, and the latter (qualitative data dealt with user experience with digital tools. Findings show that the highest engagement was from participants aged 25-44 years, preferring VR/AR tools for immersive learning. Usage of Mobile apps was recorded as underutilized, mostly due to content restrictions. Gamification, while improving motivation, has limited depth. Skill development targeted receptive skills (e.g., vocabulary, grammar) more often and lacked productive skills, such as writing support. Challenges such as accessibility issues, high costs, and technical issues were repetitively emerging themes. Digital tools have the potential to bridge traditional and modern language learning. The study unearthed caveats in the existing scholarship, viz., the potential lack of personalization, affordability, and content diversification, which are crucial for language learning and teaching scenarios. Prospects should target prioritizing AIdriven feedback, adaptive learning, and cost-friendly immersive solutions, encouraging inclusive language education.