Investigating the Usability of Mondly application in enhancing English Writing Skills. Case of Mathematics and Computer Science first-year students at Mohamed El Bachir El Ibrahimi-University BBA

Abstract

This study, investigates the effectiveness of Mondly application in enhancing English Writing skills among first-year Mathematics and Computer Science students at Mohamed El Bachir El Ibrahimi University, Bordj Bou-Arreridj.It explores the growing need to assess digital language learning resources and their impact on particular language competencies as mobile-assisted language learning (MALL) gains traction in educational settings. This research employs a mixed-methods approach, combining quantitative and qualitative data collection techniques to provide a comprehensive understanding students’ experience with Mondly application. A sample of 32 students was randomly selected from a population of 63 first-year Mathematics and Computer Science students. Furthermore, Data collection involved pre- and post-intervention questionnaires, semi-structured interviews with six participants and a structured Mondly application intervention program conducted over three sessions during the second semester of the 2024/2025 academic year. This research aims to assess the extent to which Mondly improves writing skills and explore students’ perceptions of the application’s impact on their writing development. This study employed pre- and post-questionnaires to examine students’ attitudes and perceived improvements in writing abilities following their use of Mondly application. Qualitative interviews provided deeper insights into key factors related to students’ Mondly experience, such as how easy or challenging they found writing with the platform, its perceived effectiveness for enhancing writing skills, the role of interactive elements in supporting writing development, external influences on app usage, and challenges encountered when using Mondly for writing practice. The findings reveal that students generally held favorable views of Mondly, primarily attributing this positive response to the app’s engaging, game-like design, which made developing English writing skills both more approachable and enjoyable. These research outcomes offer valuable insights into how digital language learning platforms function within English as a Foreign Language instruction and demonstrate Mondly’s potential as a tool for strengthening writing competencies among students in Mathematics and Computer Science programs. Keywords: Mobile-Assisted Language Learning (MALL); Mondly Application; English Writing Skills; Digital Language Learning; EFL Instruction; Mixed-Methods Research; Higher Education;