Empowering self-directed learning: the role of Mobile Assisted English Learning (MAEL) in the AI era

In Malaysia, an era of rapid technological innovation, especially the transformational Industry 5.0 (IR 5.0), highlights the necessity of self-directed learning in English language acquisition. As advancements like artificial intelligence and mobile technology reshape education, are learners in Malaysia increasingly empowered to take control of their learning journey, with IR 5.0 providing even more opportunities for self-directed exploration. Amidst these innovations, Mobile Assisted English Learning (MAEL) emerges as a promising avenue for fostering self-directed learning, offering tailored resources and personalised experiences to facilitate language acquisition. Mobile learning facilitates independent learning, as a significant portion of such learning takes place outside class time and is organised by learners themselves (Gokcearslan, 2017). Wong (2012) notes that mobile-based independent learning activities can be formal or informal, with formal m-learning involving virtual learning environments controlled by institutions, while informal m-learning involves learners accessing open online resources independently. This flexible nature of mobile learning allows learners to engage in activities outside traditional curricula (Μα, 2016). For language learners, mobile devices offer increased access to learning resources, which is particularly beneficial for L2 learners who require repeated practice to become proficient in a language (Ahn, 2018; Mindog, 2016).