A PHENOMENOLOGICAL STUDY OF ENGLISH TEACHERS’ EXPERIENCES IN INTEGRATING MOBILE-ASSISTED LANGUAGE LEARNING AT AN ISLAMIC BOARDING SCHOOL

Muhammad Dzunnurain, Eko Suhartoyo, Imam Wahyudi Karimullah

Abstract


This study explores English teachers’ lived experiences of integrating Mobile-Assisted Language Learning (MALL) in an Islamic boarding school using an Interpretative Phenomenological Analysis (IPA) approach. Three English teachers with experience implementing MALL participated in semi-structured interviews, and the data were analyzed using thematic analysis. The findings reveal that MALL integration is a gradual and adaptive process shaped by continuous negotiation between technological innovation, institutional regulations, pedagogical practices, and the moral-spiritual values of the Islamic boarding school. Teachers perceived MALL as a complementary instructional tool that enhanced student engagement, motivation, learner autonomy, and responsible digital literacy rather than replacing conventional teaching. The study also identified several challenges, including institutional restrictions on mobile phone use, unequal student access to mobile devices, and the need for continuous pedagogical supervision to ensure technology is used responsibly. Furthermore, teachers’ experiences demonstrated that effective MALL implementation extends beyond technological competence, requiring the dynamic integration of technological, pedagogical, and content knowledge while remaining responsive to contextual and religious values. These findings contribute to a deeper understanding of technology integration in value-based educational settings and highlight the importance of balancing educational innovation with institutional culture and ethical considerations.


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