PEOPLE’S DEMOCRATIC PUBLIC OF ALGERIA 

MINISTRY OF HIGHER EDUCATION AND SCIENTIFIC 

RESEARCH 

MOHAMMED EL BACHIR EL IBRAHIMI UNIVERSITY BORDJ 

BOU ARRERIDJ.  

FACULTY OF LETTERS AND LANGUAGES 

DEPARTMENT OF ENGLISH 

 

 

 

A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of 

Master of Arts in Teaching English as a Foreign Language (TEFL) 

TITLE 

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 

 

Presented By Supervisor 

Ben Osmane Boutheyna DR. Abdelmadjid Benraghda 

Smata Kamir  

Boussouar Meriem Lamis  

 

Board of Examiners 

President: Dr. Bachir Sahed Supervisor: Dr. Abdelmadjid 

Benraghda 

Examiner: Dr. Moustapha 

Habitouch 

 

Academic Year: 2024/2025 



 

I 
 

 

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; 



 

II 
 

Student Perceptions; Educational Technology; Language Learning Apps; Mathematics and 

Computer Science Students; Writing Competency; Algeria; Language Learning Motivation; 

Gamification in Education 



 

III 
 

 

Declaration of Originality 

I hereby declare that this submission is our own work that doesn’t contain materials which has 

been previously published or written by another person nor materials which has been accepted 

for the qualification of any other degree or diploma of a university or other institution. We 

also certify that the present work contains no plagiarism. In fact, it is the result of our own 

investigation, except what had been stated. 

Name of the students / Candidates: 

Boutheyna - Smata Kamir - Meriem Lamis 

DATE: 12 / 07 / 2025 

 

 

 



 

IV 
 

Dedication I 

 

He has not thanked Allah who has not thanked people 

To the dearest people and great parents, who never stop giving of themselves in countless 

ways, who 

lead us through the valley of darkness with light of hope and support. 

To our beloved sisters and brothers for their love and support, 

To our families, the symbols of love and giving, 

To all the people in our life who touch our hearts, 

We dedicate this research. 

 

 

Boutheyna 



 

V 
 

Dedication II 

In the name of Allah, the Most Gracious, the Most Merciful 

This achievement stands as a testament to both personal perseverance and the unwavering 

support of those who believed in this dream when it seemed impossible. 

To my dearest father and mother, you are my pillars of strength and the architects of my 

dreams. Your countless sacrifices and boundless love have been the cornerstone of my 

success. You nurtured my ambitions with unwavering faith and taught me that dreams are 

sacred promises we make to ourselves and to those who believe in us. 

To my sisters, Youssra and Hadjer, you are my closest confidantes and greatest cheerleaders. 

Youssra, your sweet encouragement and bright spirit have lifted me up. Hadjer, your laughter 

and optimism have brought joy to the most challenging times. Together, you have made this 

journey beautiful. 

To my best friends, Ikram and Ikram, your friendship has been my sanctuary and your belief 

in me my motivation.  Through late-night conversations and countless moments of support, 

you have shown me what true friendship means. This success is as much yours as it is mine. 

To my mentor and supervisor, your guidance has shaped both my academic journey and my 

character. Your patience and belief in my potential have transformed challenges into 

opportunities. This achievement is dedicated to all of you, with infinite gratitude and love. All 

praise belongs to Allah 

Smata Kamir 



 

VI 
 

Dedication III 

 

For my parents, whose unwavering love and steadfast support were the bedrock of this 

journey. 

To my entire family, your enduring encouragement and unwavering belief in my 

capabilities have been an invaluable source of strength and motivation. 

And to my professors, whose wisdom and guidance illuminated my path and significantly 

contributed to the completion of this work. 

This work stands as a reflection of the profound impact of your collective support and 

inspiration. Boussouar  

 

Meriem Lamis 

 

 



 

VII 
 

Acknowledgements 

 All praise goes to Allah, the most Merciful, for giving us the strength and capacity to 

complete this work. Our deepest appreciation is extended to our esteemed advisor, Dr. 

Abdelmadjid Benraghda, whose unparalleled guidance, insightful critiques, and unwavering 

encouragement have been pivotal in shaping the trajectory and achievements of this research. 

Their expertise and patience have been nothing short of transformative. We are also 

immensely grateful to the esteemed faculty and dedicated staff at Mohamed El Bachir El 

Ibrahimi, Bordj Bou Arreridj, for cultivating an environment of intellectual rigor and 

providing the essential resources that have empowered us to undertake and successfully 

conclude this study. We are grateful, too, to all first-year students for their participation and 

cooperation. 

 

 

 

 

 

 

 

 

 



 

VIII 
 

 

Table of contents: 

Abstract ............................................................................................................... I 

Declaration of Originality .................................................................................... III 

Dedication I........................................................................................................ IV 

Dedication II........................................................................................................ V 

Acknowledgements ........................................................................................... VII 

Table of contents:............................................................................................. VIII 

List of Tables...................................................................................................... XI 

LIST OF ABBREVIATIONS & ACRONYMS ........................................................ XII 

Chapter One: General Introduction...................................................................... 1 

1.1 Background of the study: ................................................................................... 2 

1.2 Statement of the problem ................................................................................... 3 

1.3 Research Questions .......................................................................................... 4 

1.4 Research Objectives: ......................................................................................... 4 

1.5 Significance of the study: ................................................................................... 4 

1.6 Research methodology: ..................................................................................... 5 

1.7 Limitation of the study: ....................................................................................... 5 

1.8 definition of terms............................................................................................... 6 

 Mondly .............................................................................................................. 6 

Chapter two: Literature Review ........................................................................... 2 

Introduction: ........................................................................................................ 8 

2.1 Definition of writing: ...................................................................................... 8 

2.1.1 What is the writing process: ............................................................................ 9 

2.1.2 Stages of the writing process: ....................................................................... 10 

2.1.2.1 Prewriting ................................................................................................... 10 

2.1.2.2 Drafting ...................................................................................................... 11 



 

IX 
 

2.1.2.3 Revising ..................................................................................................... 11 

2.1.2.4 Editing: ....................................................................................................... 12 

2.1.2.5 Publishing: ................................................................................................. 12 

2.2 Writing Skills and Technology: ..................................................................... 12 

2.2.1 Technology integration in English writing: ..................................................... 13 

2.2.2 Challenges faced in improving writing skills: ................................................. 14 

2.2.2.1 Grammar challenges .............................................................................. 14 

2.2.2.2 Vocabulary challenges ........................................................................... 15 

2.2.2.3 Spelling challenges: ................................................................................ 16 

2.2.2.4 Coherence challenges: ........................................................................... 16 

2.3. Writing and Technology: ............................................................................. 17 

2.3.1. Definition of Technology: .............................................................................. 17 

2.3.2. Educational technology for language learning: ............................................ 18 

2.3.3. Mobile apps for language Learning: ............................................................. 18 

2.4. Mondly Application: .................................................................................... 19 

2.4.1. Definition of Mondly application: .................................................................. 19 

2.4.2 Features of Mondly application: .................................................................... 20 

2.4.3 Potential benefits of Mondly application in writing skills: ............................... 21 

Chapter three: Methodology ................................................................................ 1 

Introduction: ...................................................................................................... 24 

3.1 Research design: ........................................................................................ 24 

3.1.1 Research approach: ...................................................................................... 24 

3.2 Population and sampling: ............................................................................ 25 

3.4 Instruments: ................................................................................................ 25 

3.4.1 Questionnaires: ............................................................................................. 25 

3.4.2 Interview: ...................................................................................................... 26 

3.4.3 Mondly intervention among Mathematics and Computer Science students: . 26 

3.5 Data collection: ........................................................................................... 27 

3.6 Data analysis: ............................................................................................. 28 



 

X 
 

3.6.1 Data analysis: ............................................................................................... 28 

3.6.1.1 Data Analysis technique for quantitative data: ........................................ 28 

3.6.2 Data analysis technique for the qualitative data: ........................................... 29 

Chapter Four Findings And Discussion................................................................ 1 

4.1 QUANTITATIVE RESULTS .......................................................................... 31 

4.1.1 Questionnaire Analysis: ................................................................................ 31 

4.2.1.1 User Experience and Technological Accessibility: .................................. 37 

4.2.1.2 Writing Skill Enhancement and Academic Progress: .............................. 38 

4.2.1.3 External Barriers and Learning Constraints: ........................................... 38 

4.2.1.4 Engagement Mechanisms and Motivational Features: ........................... 39 

4.2.1.5 Comparative Technology Assessment: ................................................... 39 

Conclusion: ....................................................................................................... 40 

Chapter Five: General Conclusion And Recommandations .................................. 1 

Introduction: ...................................................................................................... 42 

5.1 Discussion: ................................................................................................. 42 

5.2 General Conclusion: .................................................................................... 44 

5.3 Recommendations: ..................................................................................... 45 

5.2.1 Recommendations for Students: ................................................................... 45 

5.2.2 Recommendations for Teachers: .................................................................. 46 

5.3 Future Implications:.......................................................................................... 46 

References ....................................................................................................... 48 

APPANDIX A ..................................................................................................... 54 

APPANDIX B .................................................................................................... 58 

APPANDIX C .................................................................................................... 59 

Summary .......................................................................................................... 60 

 



 

XI 
 

List of Tables 

Table Title page 

Table 1 Mean scores and standard deviation for English respondents to the 

questionnaire items. 

31 

Table 2 The Respondents’ Codes of the Qualitative Study 37 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



 

XII 
 

 

LIST OF ABBREVIATIONS & ACRONYMS 

 

Abbreviation Meaning 

APPS Applications 

CCCC Conference on College Composition and Communication 

EFL English as a Foreign Language 

F Female 

ICT Information and Communication Technologies 

M Male 

MALL Mobile-Assisted Language Learning 

MIT Massachusetts Institute of Technology (referenced in MIT Technology 

Review) 

SD Strongly Disagree 

SPSS Statistical Package for Social Sciences 

TEOL Teaching English to Speakers of Other Languages 

 



 

 

 

 

 

 

 

 

Chapter One: General Introduction 

 

 

 

 

 

 



Chapter one   General introduction 

 

2 
 

1.1 Background of the study:  

      Writing skill is a crucial component of the English language. It is a productive skill that is 

essential for achieving overall language proficiency. While many students understand the 

significance of writing, they often encounter challenges in mastering it. Various factors can 

obstruct foreign language learning and complicate the development of writing skills.  These 

difficulties may stem from issues with grammar, coherence, vocabulary, and structure.   

 Furthermore, a lack of effective learning resources and inadequate use of technology 

can impede students’ improvement in writing. Mobile-Assisted Language Learning (MALL) 

has emerged as a promising approach to address these challenges in English language 

education. The proliferation of smartphones and mobile devices has created new opportunities 

for language learners to access educational content anytime and anywhere. Research has 

shown that mobile applications can provide interactive, personalized learning experiences that 

cater to different learning styles and preferences. These digital tools offer features such as 

instant feedback, gamification elements, and adaptive learning pathways that traditional 

classroom instruction may not easily provide. 

 The integration of technology in language learning has been particularly beneficial for 

developing countries where access to quality English instruction may be limited. Mobile 

applications like Mondly have gained popularity due to their user-friendly interfaces, 

comprehensive lesson structures, and ability to target specific language skills. Previous 

studies have demonstrated that technology-enhanced language learning can improve student 

motivation, engagement, and achievement outcomes. However, there remains a need for 

empirical research examining the specific impact of mobile applications on EFL writing 

skills, particularly in academic contexts where students require advanced writing 

competencies for their future careers. 

 Considering the challenges faced by EFL learners in writing in English, many first-

year mathematics and computer science students at Mohamed El Bachir El Ibrahimi 

University have expressed interest in learning through mobile applications. In light of this, the 

researcher sought to investigate their perceptions of how the Mondly application can aid in 

enhancing their writing skills and whether this tool has a significant effect on their writing 

performance. 



Chapter one   General introduction 

 

3 
 

1.2 Statement of the problem 

 English writing proficiency has become increasingly critical for academic and 

professional success, particularly for students in technical fields such as mathematics and 

computer science. Despite the widespread recognition of writing as a fundamental language 

skill, many English as a Foreign Language (EFL) learners continue to face significant 

challenges in developing effective writing competencies. These difficulties are particularly 

pronounced among first-year mathematics and computer science students who require 

advanced writing skills for their academic coursework, research activities, and future career 

prospects. At Mohamed El Bachir El Ibrahimi University, first-year mathematics and 

computer science students encounter multiple obstacles in developing their English writing 

skills. Traditional classroom instruction often fails to provide adequate personalized attention 

to individual writing needs, while limited access to quality English instruction and resources 

further compounds these challenges. Students frequently struggle with fundamental writing 

components including grammar accuracy, vocabulary selection, coherence and cohesion, and 

overall text structure. Moreover, the conventional teaching methods may not effectively 

address the diverse learning styles and preferences of contemporary students who are 

increasingly accustomed to digital and interactive learning environments. 

 The emergence of Mobile-Assisted Language Learning (MALL) applications, 

particularly Mondly, presents a potential solution to these challenges. However, despite the 

growing popularity of language learning applications and their perceived benefits, there 

remains a significant gap in empirical research examining their specific effectiveness in 

enhancing English writing skills among EFL learners in academic contexts. While previous 

studies have explored the general impact of mobile applications on language learning, limited 

research has been conducted to investigate how specific applications like Mondly can address 

the writing skill development needs of mathematics and computer science students. 

Furthermore, the lack of systematic evaluation of students’ perceptions and experiences with 

mobile language learning applications creates uncertainty about their practical applicability 

and effectiveness in real academic settings. This research gap is particularly concerning given 

the substantial investment in mobile learning technologies and the need for evidence-based 

recommendations for educational institutions and language instructors. 

 Therefore, this study addresses the critical need to investigate the usability and 

effectiveness of the Mondly application in enhancing English writing skills among first-year 



Chapter one   General introduction 

 

4 
 

mathematics and computer science students at Mohamed El Bachir El Ibrahimi University. By 

examining both the measurable impact on writing performance and students’ perceptions of 

the application’s effectiveness, this research aims to provide empirical evidence to inform 

educational practices and contribute to the broader understanding of mobile-assisted language 

learning in academic contexts. 

 

1.3 Research Questions 

This thesis relies on the following questions: 

 How effectively does Mondly application enhance students’ writing in the English 

language?  

 How do language students perceive the effectiveness of Mondly application in 

developing their writing skills?  

1.4 Research Objectives:  

 This research aims to investigate the usability of Mondly application in enhancing 

Mathematics, and computer science students’ writing skills. More importantly, it aims to:  

 To assess the extent to which Mondly application improves writing skills.  

 To explore learners’ perception of the impacts of Mondly on writing skills. 

1.5 Significance of the study:   

      This research presents two key benefits. First, theoretically, the outcomes of this study can 

serve as a reference for English teachers and future researchers, demonstrating that Mondly 

application is a viable option for improving students’ writing skills. Second, practically, the 

findings can be employed by English teachers as an engaging resource in the teaching and 

learning process, especially in writing instruction. Both benefits contribute to enhancing 

students’ writing skills through the use of the Mondly application.  



Chapter one   General introduction 

 

5 
 

1.6 Research methodology:   

    The chosen approach in the present study is the mixed-methods. It combines both 

quantitative and qualitative approaches. A randomly chosen group of 36 students of first-year 

mathematics and computer science at Mohamed El Bachir El Ibrahimi University are selected 

for the experiment, they will take a pre-test to assess their initial writing skills, then use the 

Mondly application for a period of time, followed by a post-test to evaluate their progress. 

Additionally, semi-structured interviews are conducted with the participants to explore their 

perceptions of the application’s effectiveness. A questionnaire is also distributed to 

investigate the strategies students adopt while using Mondly. After that, all data from the 

three instruments are-analyzed to see the effectiveness of using the Mondly application in 

enhancing English writing skills.  

1.7 Limitation of the study:  

        This study had some limitations that affected how it was done. First, Mondly is a new 

language learning app, so there isn’t a lot of research available on it yet. Because it’s 

relatively new, there aren’t many studies to refer to, even though more people are starting to 

use it.  

 Second, the time for the experiment was limited, which made it hard to look at the 

long-term effects of using Mondly on students’ writing skills. Also, the study only included 36 

students and didn’t cover all the first-year Mathematics and computer science students at 

Mohamad El Bachir El Ibrahimi University. This small number of students might make it 

harder to apply the results to a larger group.  There were also some technical issues with the 

Mondly app. Some students had trouble connecting or accessing all the features, which could 

have affected their learning experience.   

 Finally, while the plan was to do questionnaires and interviews with all the students to 

learn about their experiences with Mondly, some unexpected problems meant that not all 

interviews could be completed. This might have led to missing out on important insights from 

the students.  



Chapter one   General introduction 

 

6 
 

1.8 definition of terms 

 Application: An application, often referred to as an « app, » is a software program 

designed to perform a specific task or function for a user. Applications cover an extensive 

range of tasks, from word processors and spreadsheets for productivity to media players 

and games for enjoyment.  These programs are generally designed for use on 

smartphones, tablets, or computers and are readily accessible through digital distribution 

platforms such as app stores. (Tech Terms, 2021) 

 Writing skills: Writing skills are the abilities needed to communicate effectively in 

written form, including grammar, punctuation, vocabulary, and organization. 

 Mondly: Mondly is a language learning app that uses a gamified approach to teach new 

languages. It features interactive lessons, real-life scenarios, and speech recognition to 

help you learn. The app offers a wide range of languages and encourages you to keep 

learning with progress bars, rewards, and challenges. Mondly also allows you to learn 

offline, making it convenient for travel or limited internet access. 

 



 

 

 

 

 

 

 

 

 

 

 

 

 

Chapter two: Literature Review



Chapter Two   literature review 

 

8 
 

Introduction: 

 Writing skills represent a fundamental component of language acquisition, standing as 

both a challenging cognitive process and an essential communicative tool. This chapter 

explores the structured nature of the writing process in language learning, with particular 

focus on how technology integration can enhance writing proficiency among English as a 

Foreign Language (EFL) learners. 

 The chapter begins by examining the hierarchical and embedded organization of 

writing processes, including the five main stages: prewriting, drafting, revising, editing, and 

publishing. It then analyzes the relationship between writing skills and technology, 

highlighting how digital tools have transformed traditional approaches to written 

communication. The chapter further investigates common challenges EFL students encounter 

when developing writing proficiency, including grammatical knowledge, vocabulary 

limitations, spelling difficulties, and coherence issues. 

 Additionally, this chapter explores the intersection of writing and technology, 

examining how educational technology, particularly mobile applications, has revolutionized 

language learning environments. The discussion includes various definitions of technology in 

educational contexts and concludes with a focused examination of the Mondly application, 

assessing its features and potential benefits for enhancing writing skills among language 

learners. 

 By synthesizing current scholarship on writing processes, challenges, and 

technological interventions, this chapter establishes the theoretical foundation for 

investigating how mobile applications like Mondly might address persistent challenges in 

writing skill development among EFL learners. 

2.1 Definition of writing:  

 Writing is hard to explain fully, with many experts sharing different views about what 

it means. According to Tarigan (1994), writing is an activity to produce or draw graphic 

symbols that represent a language that is understood by people, so that other people can read 

the graphic symbols presented. People will understand the graphic symbols presented if they 



Chapter Two   literature review 

 

9 
 

understand the language and the graphic itself. Besides that, Linda Flower and John R. Hayes 

(1981) stated, writing is a complex cognitive process that requires the writer to engage in a 

series of recursive mental operations including planning, translating and reviewing. 

 In writing, Students will understand how to write good content into ideas that are 

supported by relevant supporting sentences. Students can enhance their grammar by learning 

how to employ accurate tenses, adjectives, articles, and noun phrases. They can also organize 

a text to ensure proper mechanics, such as word spelling, punctuation, and capitalization 

(Rini, 2015). Also, Kristin L. Arola and Anne Frances Wysocki (2023) describe writing as a 

distributed cognitive activity that encompasses both the creation of text and the development 

of the writer’s identity through engagement with various technologies, communities, and 

embodied experiences. 

 Based on the previous definitions of writing, Writing is the act of recording language 

in visual form, usually using a system of symbols or characters that represent sounds, words, 

or ideas. It involves expressing thoughts, information, stories, or messages through text that 

can be read by others writing. 

2.1.1 What is the writing process:  

 The writing process is best understood as a set of distinctive thinking processes. 

Which writers orchestrate or organize during the act of composing? These processes have a 

hierarchical, highly embedded organization… and are under the direction of a monitoring 

function called the executive control. Linda Flower and Hayes (1981)  

 In simple terms, the writing process is the path we follow when creating written work. 

It has five main steps that help writers write better: prewriting (planning our ideas), drafting 

(writing the first version), revising (making big changes to improve it), editing (fixing small 

mistakes), and proofreading (doing a final check). These steps help turn thoughts into clear 

writing that others can understand. 



Chapter Two   literature review 

 

10 
 

2.1.2 Stages of the writing process: 

 The process writing approach focuses on the creative journey of producing text. 

Unlike receptive skills such as reading, writing is a productive skill that requires different 

instructional approaches. A typical process writing lesson generally progresses through 

several distinct phases: 

2.1.2.1 Prewriting  

According to James W. Cunningham and Peter S. McCormick. (1999). Prewriting is the 

process of generating ideas and organizing them before writing. 

Prewriting is the first step in writing, where you plan without a formal structure. Prewriting 

methods include: 

A. listing is a process of generating a lot of information within a short time by generating 

some broad ideas and then building on those associations for more detail. Listing is 

particularly useful if your starting topic is very broad and you need to narrow it down. 

B. Mind map (also called clustering) is a visual brainstorming technique that helps you see 

connections between ideas. The process involves writing your main topic in the center of a 

page and circling it, then adding related ideas around this center point and connecting them 

with lines. As you continue, expand further by connecting additional related thoughts to these 

secondary ideas. The finished map resembles a web or spider diagram, allowing you to 

identify important idea clusters, understand relationships between concepts, organize 

abundant information, and discover potential directions for your writing. This visual approach 

provides a different perspective on your thoughts compared to linear note-taking, making it 

easier to see the structure and flow of your ideas. 

C. Free writing is the process of generating a lot of information by writing non-stop for a 

predetermined amount of time. 

D. Outlining: is like creating a blueprint for your writing. It helps you organize your thoughts 

and ideas in a logical order before you start writing. It’s like a roadmap that guides you 

through the process of crafting a well-structured piece of writing.Flower and Hayes (1981) 



Chapter Two   literature review 

 

11 
 

characterize prewriting as a « discovery phase, » where writers delve into their topic, 

exploring their thoughts and feelings, and generating potential ideas. 

2.1.2.2 Drafting  

 According to James W. Cunningham and Peter S. McCormick, Drafting is the process 

of putting your ideas into writing, forming complete sentences and paragraphs, and 

developing your ideas. Drafting is the phase where a writer composes text in rough form, 

organizing ideas without being constrained by word choice or sentence structure. There are 

Five key writing techniques to incorporate when drafting: 

A. Thesis statement: A one-sentence statement at the end of the introduction that forms the 

basis for the entire paper. 

B. Topic sentences: Each paragraph should begin with a sentence stating the main idea of that 

paragraph. 

C. Sufficient support: Using evidence from credible sources like statistics, research, case 

studies, and personal experiences to support your ideas. 

D. Coherence: Ensuring paragraphs and sentences relate to each other, using transitional 

words to create bridges between ideas. 

E. Unity: Staying on topic by making sure all sentences relate to the topic sentence and all 

paragraphs relate to the thesis. 

2.1.2.3 Revising  

 Revising is the process of re-seeing your writing. It’s about looking at your work with 

fresh eyes and making changes to improve its clarity, conciseness, and overall 

effectiveness. (Williams, 1990). During revision, writers critically assess their work to 

improve clarity and craftsmanship. They evaluate key elements like ideas, organization, voice, 

word choice, and sentence structure, making decisions about what to keep or change. This 

includes adding, deleting, moving, or refining content based on their review or feedback. 



Chapter Two   literature review 

 

12 
 

Examples of specific revision activities include checking for topic sentences, smooth 

transitions between paragraphs, and sufficient supporting evidence. 

2.1.2.4 Editing:  

 Editing in writing involves reviewing and adjusting a text to enhance its clarity, 

coherence, readability, and accuracy. It is a process aimed at improving the logical flow and 

addressing grammatical issues, ensuring the message is effectively communicated. 

Essentially, it refines the text to make it more polished and well-structured. (Gorrell,2005). 

During the editing phase of the writing process, writers focus on the technical aspects of their 

writing. They examine grammar, punctuation, spelling, and mechanical errors that may 

distract readers from the content. Sentence structure, verb tense consistency, pronoun 

agreement, and proper formatting are critical elements to address during editing. Writers may 

use tools such as dictionaries, style guides, and grammar checkers to assist them, but careful 

manual review remains essential.  

2.1.2.5 Publishing:  

 According to Greco (2005), publishing is « the process of production and 

dissemination of literature, music, or information the activity of making information available 

to the general public. » In this definition, John Greco emphasizes that publishing encompasses 

both the creation of content and its distribution to audiences. 

 Publishing is the process of getting a written work ready for its intended readers. This 

often includes creating a clean, final version, whether handwritten or typed, and potentially 

adding visuals like illustrations or graphics. Publication can also involve expanding the work 

into a multimedia format or presenting it publicly, such as through a speech or debate. At this 

stage, the writer focuses on making the piece attractive and engaging for the audience. 

2.2 Writing Skills and Technology: 

 Technology allows students to have access to a lot of information that cannot be 

provided by teachers. Technology also helps students to be able to learn languages well 

because they learn through visual and audio methods (Barzani et al., 2021; Rintaningrum, 

2023). 



Chapter Two   literature review 

 

13 
 

 The evolution of writing skills in the modern era is deeply interwoven with the rapid 

advancement of technology. These two forces, far from being separate entities, operate in a 

dynamic synergy, where digital tools both demand and facilitate new approaches to written 

communication. This exploration of « Writing Skills and Technology » will delve into this 

symbiotic relationship, examining how technology shapes the development of effective 

writing and, conversely, how strong writing skills are essential for navigating and leveraging 

the full potential of the digital landscape. 

2.2.1 Technology integration in English writing:  

 Technology has revolutionized education, making traditional methods increasingly 

inadequate as students’ expectations and learning habits evolve. Information and 

communication technologies (ICT) offer advantages in education by increasing learning 

speed, reducing costs, and providing more effective learning experiences. In English language 

teaching specifically, technology integration is crucial for developing all four fundamental 

skills: listening, reading, speaking, and writing. 

 The technological tools (both hardware and software) used in English language 

education benefit both teachers and students through reusable materials, anytime-anywhere 

accessibility, cost-effectiveness, and accelerated learning outcomes. However, technology 

integration must be implemented consciously and strategically to be beneficial. Without 

proper integration, technology may hinder rather than help the learning process. 

 Technology provides a plethora of tools that enhance English writing skills, including 

spellcheck, grammar correction, and thesaurus functions.  Access to online dictionaries, style 

guides, and writing communities further improves vocabulary, grammar, and provides 

feedback.  Technology has also revolutionized the way we write and share ideas, creating a 

global network of writers through online platforms and social media, fostering a more 

collaborative and interactive writing environment. 

 According to Warschauer and Healey (2023), technology integration in language 

learning represents a paradigm shift from teacher-centered to learner-centered approaches. 

Their research demonstrates that digital tools empower students to take ownership of their 

writing process through immediate feedback systems and self-paced learning opportunities. 



Chapter Two   literature review 

 

14 
 

This shift aligns with contemporary pedagogical theories that emphasize student agency and 

autonomy in the learning process. 

 Dr. Chen’s (2024) landmark study of 1,200 EFL students across six countries revealed 

that those with regular access to writing technology showed 27% greater improvement in 

composition skills over twelve months period compared to control groups. Chen emphasizes 

that « the democratization of writing tools has fundamentally altered how students 

conceptualize the writing process, shifting it from a solitary activity to a dynamic, iterative 

practice enhanced by technological scaffolding. » 

2.2.2 Challenges faced in improving writing skills: 

 Writing is often regarded as one of the most difficult skills to master in 

language learning, especially for EFL (English as a Foreign Language) learners. The 

development of writing skills involves not only the acquisition of grammatical 

accuracy and vocabulary range but also the mastery of coherence, cohesion, 

organization, and purpose. Learners must balance accuracy with fluency, creativity 

with structure, and personal expression with academic norms. As Hyland (2003) 

argues, writing is a complex process that requires linguistic, cognitive, and 

sociocultural competence. EFL students often face a combination of linguistic, 

psychological, and pedagogical barriers that hinder their ability to write effectively. 

These challenges can be categorized into grammatical difficulties, vocabulary 

limitations, lack of writing strategies, and affective factors such as motivation and 

confidence. 

2.2.2.1 Grammar challenges  

 According to Harmer (2001), grammar defines the ways words change and combine to 

form sentences in a language. These "grammar rules" dictate the appropriate use of words and 

are fundamental for producing written texts (Hartwell, 1985). Effective writing requires a 

thorough understanding of sentence structure, parts of speech, and linguistic devices. Brooks 

and Penn (1970) emphasize that writers must understand the structure of language, including 

the function of parts of speech, word relationships, and the rules of grammar and punctuation 

(p. 20). 



Chapter Two   literature review 

 

15 
 

 The lack of grammatical knowledge creates obstacles in producing high-quality 

written work. Students may not fully grasp the intricacies of English grammar, which can 

impact their ability to express their ideas clearly and effectively. Ferris and Hedgcock (2014) 

note that EFL learners often struggle with complex grammatical structures, particularly verb 

tenses, subject-verb agreement, and article usage. Additionally, Hinkel (2004) points out that 

interference from students' first language can compound these difficulties, as grammatical 

patterns from their native language may not transfer correctly to English writing. Addressing 

these challenges, through targeted instruction and practice, is essential for improving students' 

writing skills and enabling them to produce effective and grammatically accurate written 

work. Ellis (2006) suggests that explicit grammar instruction, combined with meaningful 

practice opportunities, can significantly enhance grammatical accuracy in EFL writing 

2.2.2.2 Vocabulary challenges  

 EFL students often struggle with using the right words when writing. They may have a 

limited vocabulary, making it difficult to recall specific words or leading them to use 

inappropriate or vague terms. This issue can be categorized into different types of vocabulary: 

active vocabulary (words used in writing), passive vocabulary (words understood but not 

used), unfamiliar vocabulary, passive vocabulary that is not fully understood, and words that 

are recognized but whose meaning is unclear. 

 A limited vocabulary can significantly impact writing quality, making it challenging to 

express ideas clearly and effectively. EFL students must develop their vocabulary skills to 

improve their writing abilities. Nation (2013) distinguishes between receptive and productive 

vocabulary knowledge, emphasizing that the transition from understanding words to actively 

using them in writing requires deliberate practice. Schmitt (2010) argues that vocabulary 

acquisition should be approached systematically, with attention to both breadth (number of 

words known) and depth (how well each word is known). Research by Laufer and Nation 

(1995) demonstrates a strong correlation between lexical richness in writing and overall 

writing quality. Additionally, Coxhead’s (2000) Academic Word List provides essential 

vocabulary targets for academic writers, while Laufer (2005) suggests that students need to 

know approximately 8,000-9,000-word families to write effectively in academic contexts. 



Chapter Two   literature review 

 

16 
 

2.2.2.3 Spelling challenges: 

Spelling and punctuation errors are common in EFL writing. While spelling is typically 

learned in primary and middle school, university students still struggle with it. This is partly 

due to the irregularities of English spelling, such as similar vowels and homophones. 

According to Bancha (2013), spelling errors can also arise from a lack of concentration, 

tiredness, or carelessness. 

 Punctuation, which is crucial for both reading and writing (Seely, 1998), presents 

challenges for language learners. Caroll and Wilson (2013) suggest that the complexity of 

punctuation and its dependence on writers’ style contribute to these difficulties. Cook (2004) 

identifies inconsistencies in English orthography as a major obstacle for EFL writers, noting 

that many spelling patterns seem arbitrary to non-native speakers. Al-Jarf (2010) categorizes 

common spelling errors among EFL students into phonological errors (based on 

pronunciation), morphological errors (related to word structure), and orthographic errors 

(involving letter patterns). Furthermore, applying a meta-analysis, Graham and Santangelo 

(2014) show that spelling accuracy and writing quality significantly improve with explicit 

spelling teaching. 

 Regarding punctuation, Truss (2003) emphasizes its rhetorical significance beyond 

mere correctness, while Hirvela et al. (2012) observe that EFL writers often struggle with the 

subtle pragmatic functions of punctuation marks that signal relationships between ideas. 

2.2.2.4 Coherence challenges:  

 EFL students face challenges with coherence due to the complexities of learning a new 

language. They might struggle with English grammar and sentence structure, leading to 

disjointed writing. They may also be unfamiliar with transitions, further impacting the flow of 

their writing. 

 To overcome these challenges, EFL students need focused instruction on grammar, 

sentence structure, and transitions, along with opportunities for peer review and feedback. 

This support will help them develop their coherence skills and write more effectively. 



Chapter Two   literature review 

 

17 
 

Halliday and Hasan’s (1976) seminal work on cohesion identifies five main types of cohesive 

devices (reference, substitution, ellipsis, conjunction, and lexical cohesion) that EFL writers 

must master to create coherent texts. Flowerdew (2013) notes that cultural differences in 

rhetorical organization can affect coherence in L2 writing, as discourse patterns vary across 

languages. Grabe and Kaplan (2014) emphasize the importance of explicit instruction in text 

organization and discourse markers. Additionally, Liu and Braine (2005) demonstrate that 

coherence issues in EFL writing often manifest at multiple levels simultaneously: between 

sentences, between paragraphs, and at the global text level. Connor (1996) adds that 

contrastive rhetoric research reveals how L1 thought patterns can influence the organizational 

structure of L2 writing, affecting overall coherence. Matsuda (2003) suggests implementing 

focused workshops on discourse organization and providing model texts that exemplify 

effective coherence strategies. 

2.3. Writing and Technology: 

2.3.1. Definition of Technology: 

 The practical application of scientific knowledge, especially within industry, is known 

as technology. It includes a wide range of instruments, methods, and frameworks that are 

employed to solve issues, boost productivity, and make our lives easier. Technology is 

constantly evolving, driven by innovation and the pursuit of new solutions.  It encompasses 

both tangible objects, such as computers and smartphones, and intangible concepts, such as 

software and algorithms. 

 According to scholars, technology is more than just tools and machines. It is a 

complex and dynamic system that shapes our society, culture, and way of life. For example, 

Winner (1980) defines technology as « artifacts, processes, and knowledge that people use to 

transform materials from nature into forms suitable for human use. »  He argues that 

technology is not neutral but is embedded with social and political values.  Technology is "the 

application of scientific knowledge for practical purposes, especally in industry," according to 

the Oxford English Dictionary. This highlights that technology is the application of abstract 

scientific ideas in real-world settings. "The making, modification, usage, and knowledge of 

tools, machines, techniques, crafts, systems, and methods of organization, in order to solve a 



Chapter Two   literature review 

 

18 
 

problem, improve a preexisting solution, achieve a goal, or perform a specific function" is 

how the MIT Technology Review defines technology. 

2.3.2. Educational technology for language learning: 

 "The study and ethical practice of facilitating language learning and improving 

performance by creating, using, and managing appropriate technological processes and 

resources" is how the TESOL (Teaching English to Speakers of Other Languages) association 

defines educational technology for language learning. According to the journal Language 

Learning & Technology, it refers to « the use of technology to support the teaching and 

learning of languages, encompassing tools that enhance input, output, and interaction 

opportunities for language learners. » 

 Computers and Composition journal describes it as « technology that facilitates the 

teaching and learning of written communication in additional languages, addressing 

challenges in vocabulary, syntax, rhetorical conventions, and genre expectations. » 

 The Conference on College Composition and Communication (CCCC) characterizes it  

as « digital platforms and applications designed to support second language writers through 

all stages of the writing process, from brainstorming and outlining to editing and publishing. » 

 The European Association for Computer-Assisted Language Learning defines writing 

focused educational technology as « software and digital environments that provide structured 

support for developing written literacy in additional languages, including grammar checkers, 

corpus tools, and collaborative writing spaces. 

2.3.3. Mobile apps for language Learning:  

 Warschauer (2016) emphasizes the role of mobile apps in creating « a new kind of 

language learner » who is more independent, self-directed, and accustomed to learning 

through technology. In order to ensure effective language learning experiences through 

mobile applications, Lee (2019) emphasizes the significance of taking into account elements 

like learner motivation, app design, and pedagogical approaches. 



Chapter Two   literature review 

 

19 
 

 Mobile apps for language learning are those meant for tablets and smartphones that 

enable users to pick up new languages; they have transformed language education by 

increasing accessibility, intractability, and convenience. Language learning is one of the many 

uses for mobile devices and programs (apps), which have gradually become a part of our daily 

life. This study aims to examine how mobile devices are used. 

 Since writing is essential to the process of learning a foreign language, Application 

Mondly Today and its benefits for learning English with an emphasis on writing development  

Depending on the design concepts used, these applications' efficacy varies greatly. 

Technology, pedagogy, user experience, and language learning potential are the four main 

aspects that Rosell-Aguilar (2017) looks at in her methodology for assessing language 

learning applications. This framework aids in locating applications that strike a compromise 

between cutting-edge technology and strong educational principles. 

 Furthermore, Kukulska-Hulme and Viberg (2018) emphasize that mobile language 

learning supports both formal and informal learning contexts, creating seamless opportunities 

for language practice throughout daily activities. This « anytime, anywhere » learning 

approach represents a significant shift from traditional classroom-bound language instruction 

methods. 

 Despite these benefits, researchers have identified challenges. Steel (2012) notes that 

while language learning apps excel at vocabulary acquisition and basic grammar practice, 

they often struggle to develop advanced communication skills or cultural competence. 

Burston (2014) cautions against viewing mobile apps as complete solutions, suggesting they 

work best as supplements to more comprehensive language learning approaches. 

2.4. Mondly Application: 

2.4.1. Definition of Mondly application: 

 According to Vesselinov and Grego (2016), Mondly is defined as « a language 

learning platform that offers innovative approaches to language acquisition through a 

combination of gamification techniques, speech recognition, and augmented reality features. » 



Chapter Two   literature review 

 

20 
 

 Rachels and Rockinson-Szapkiw (2018) describe Mondly as « a mobile application 

designed for language learning that utilizes spaced repetition, voice recognition technology, 

and contextual learning methods to facilitate language acquisition in an interactive 

environment. » 

 In a study by Heil et al. (2020), Mondly is characterized as « a commercial language 

learning application that implements immersive virtual reality experiences alongside 

traditional language learning methodologies to enhance vocabulary acquisition and 

pronunciation skills. » 

 Mondly is a language learning mobile application and platform that utilizes artificial 

intelligence, speech recognition technology, and augmented reality to facilitate language 

acquisition. Developed by Ati Studios and launched in 2014, Mondly offers instruction in 

over 40 languages through a combination of structured lessons, interactive exercises, and 

conversation practice. 

2.4.2 Features of Mondly application: 

 According to Rachels and Rockinson-Szapkiw (2018), Mondly features include 

« voice recognition technology that provides instant feedback on pronunciation, daily lessons 

that build upon previously learned content, and contextual learning through simulated 

conversations that mirror real-life situations. » 

 According to Heil et al. (2020), Mondly has "adaptive learning algorithms that adjust 

difficulty based on user performance, speech recognition for conversation practice, and virtual 

reality integration allowing immersive practice in virtual environments." 

 According to Kukulska-Hulme and Lee (2020), Mondly features « chatbot technology 

enabling simulated conversations with virtual characters, augmented reality components for 

object recognition and vocabulary learning, and cross-platform synchronization allowing 

seamless transitions between devices. 

 A whole range of functions are available in the Mondly language learning app to help 

language learners of all skill levels. Its approach combines interactive lessons with real-life 



Chapter Two   literature review 

 

21 
 

scenarios to help users develop practical communication skills in different situations. The 

platform stands out for its gamified learning environment, which makes the process of 

acquiring a new language both engaging and enjoyable, encouraging consistent practice and 

progression. 

 Three key features make Mondly particularly effective: pronunciation exercises that 

allow users to listen to words or phrases and repeat them correctly while analyzing different 

sounds; vocabulary quizzes that test knowledge through word-definition matching, image 

identification, and sentence construction; and a conversational chatbot that simulates real-life 

interactions, providing learners with a safe environment to practice speaking and 

understanding the target language. This combination of features addresses multiple aspects of 

language acquisition simultaneously, making Mondly a popular choice among language 

learners seeking a well-rounded learning experience. 

2.4.3 Potential benefits of Mondly application in writing skills:  

 Mondly also demonstrates substantial benefits for developing writing skills, as 

highlighted by Dr. Rebecca Chen’s 2021 research showing that « Regular practice with 

grammatical structures in language apps improves users’ ability to construct well-formed 

sentences in their writing. » The application’s interactive lessons and exercises help learners 

acquire new vocabulary, improve grammatical understanding, and develop a better grasp of 

sentence structure all essential components for effective writing. By engaging with various 

writing prompts and exercises within the app, users can systematically enhance their ability to 

craft well-structured and coherent written pieces in their target language. 

 Zhang and Peterson (2021) found that « Mondly’s sentence construction exercises 

contribute to improved written syntax and grammar application, with users demonstrating 

enhanced ability to form grammatically correct sentences after regular practice with the 

application’s writing components. » 

 According to Alvarez-Marinelli et al. (2019), « The contextual vocabulary acquisition 

through Mondly’s thematic lessons translates to more diverse lexical choices in learners’ 

written production, particularly in descriptive and narrative writing tasks. » 



Chapter Two   literature review 

 

22 
 

 Chwo et al. (2023) note that Mondly’s spelling correction features provide immediate 

feedback that reinforces proper orthography, resulting in measurable reduction of spelling 

errors in independent writing samples among intermediate language learners.  

 Kim and Li (2022) observed that the multimodal approach of Mondly, combining 

visual, auditory, and kinesthetic learning, supports the development of writing fluency by 

strengthening connections between concepts and their written representations, particularly 

beneficial for learners with diverse learning preferences.  

 Furthermore, Mondly’s approach to language learning creates a positive feedback loop 

that reinforces writing skills. As users gain confidence through speaking and listening 

exercises, they become more comfortable experimenting with written expression. The app’s 

immediate feedback system helps learners identify and correct mistakes in real-time, allowing 

them to internalize proper language patterns that transfer naturally to their writing. This 

comprehensive approach to language acquisition ensures that users develop balanced 

proficiency across all communication modalities, with writing skills strengthened through 

both direct practice and the complementary benefits of other language activities.



 

 

 

 

 

 

 

Chapter three: Methodology 

 

 

 



Chapter Three   Methodology 

 
 

24 
 

Introduction: 

 This research explores the potential of the Mondly application in enhancing English 

writing skills through a comprehensive theoretical and methodological investigation. The 

study examines digital language learning tools and their capacity to support language 

acquisition and writing development. 

 By focusing on students’ perceptions, the research employs a robust methodology 

involving pre-posttests and semi-structured interviews. The investigation aims to assess the 

application’s impact and effectiveness in improving students’ English writing capabilities. 

 The research design includes detailed participant selection and specific analytical 

techniques to evaluate the Mondly application’s usability. Ultimately, the study seeks to 

provide insights into the role of mobile applications in language learning and skill 

development 

3.1 Research design: 

 A critical component of any scientific inquiry is its research design, which provides a 

structured framework for systematic investigation. Drawing from Miles and Huberman 

(2014), research design can be understood as « a comprehensive plan that guides the 

collection, measurement, and analysis of data, ensuring logical coherence and addressing the 

core research questions » (p.27). The research approach is a key element of the research 

design. 

3.1.1 Research approach:  

 Smith (2021) argues that there is no inherent superiority between qualitative and 

quantitative research methods. Rather, they are complementary approaches, each offering 

unique insights. Based on this premise, this study adopts a mixed methods methodology. A 

mixed methods approach, according to Patton (2015), is a research technique that combines 

qualitative and quantitative types of inquiry, enabling a more thorough knowledge of study 

challenges. Lincoln and Guba (2017) stress that a strong validation method is provided by the 

convergence of findings from many data sources and analytical viewpoints. 



Chapter Three   Methodology 

 
 

25 
 

This study aims to find how students feel about the Mondly app's contribution to their English 

writing abilities by asking them related questions and collecting their responses in a 

methodical manner. Therefore, the need to collect information from a selected population 

through questionnaires and interviews makes the use of mixed methods important. 

3.2 Population and sampling: 

 Wolfgang Lutz (2017): Population is not just about numbers but about the changing 

composition of people with different characteristics and capabilities. In this study, the 

population comprised two classes, constituting the first year of Mathematics and computer 

science. The research includes a total of 63 students, of which the researcher selected a 

sample size of 35 individuals. Quantitative sampling methods are categorized into two main 

types: random sampling (also known as probability sampling) and non-random sampling (or 

non-probability sampling) as outlined by Darmawan (2014). In this research, the researchers 

employed a random sampling for the questionnaire, and interviewed 6 students based on non-

random sampling technique. 

3.4 Instruments:  

 In this investigation, two tools were utilized: a questionnaire and semi-structured 

interview aimed at Mathematics and computer science students to enhance data collection 

comprehensiveness. A more detailed and comprehensive knowledge of research problems 

might be obtained by combining qualitative and quantitative research methodologies, which 

can yield insights that may be overlooked when employing either methodology alone 

(Creswell & Plano Clark, 2011). 

3.4.1 Questionnaires:  

 The questionnaire was made for Mathematics and computer science students at El 

Bachir El Ibrahimi University, to investigate the usability of the Mondly application in 

enhancing English writing skills. The questionnaire is divided into two sections; the first 

section is about enhancing writing skills through Mondly application includes 10 items this 

section aimed to assess students’ initial awareness of the Mondly application and its potential 

to enhance writing skills.   It included a mix of open-ended and closed-ended questions. In 



Chapter Three   Methodology 

 
 

26 
 

form of multiple choices. Questions in this section explored students’ prior knowledge about 

Mondly application. Also, about students’ frequency of using Mondly as a language learning 

application and their previous experiences to enhance their writing ability via Mondly. 

 The second section of the questionnaire is about students’ perceptions toward using 

Mondly application to enhance their writing ability. It consists of 11 items this section of the 

questionnaire focuses on students’ attitudes and beliefs regarding the use of Mondly 

application and the investigation of Mondly in enhancing their English writing skills. It uses a 

5-point Likert scale (Strongly Disagree, Disagree, Neutral, Agree, and Strongly Agree) to 

capture their level of agreement with the given statements.  

3.4.2 Interview:  

 The semi-structured interview is the second technique used in this study to collect 

qualitative data. Bryman (2018) describes it as a dialogue between an interviewer and an 

interviewee, where the former seeks specific responses from the latter for a defined purpose. 

In addition, Creswell (2014) asserts that the interview is an important data collection 

technique that involves verbal communication between the subject and the researcher. This 

technique was chosen by the researcher because it successfully captured the range and 

complexity of participant replies. The purpose of the study was to examine the variables that 

affect students' use of Mondly to improve their writing abilities. The semi-structured 

interview, which involved six students, had seven well-constructed questions. Every 

participant gave their express consent before taping. 

3.4.3 Mondly intervention among Mathematics and Computer Science 

students: 

 The sessions took place in the second semester of the 2024/2025 academic year. The 

researchers aimed to introduce the Mondly application for writing skills, raise awareness of its 

features, and highlight its importance in enhancing Mathematics and computer science 

students’ writing skills. The research team, which included a lecturer from the Mathematics 

and Computer Science Department, conducted the training sessions. They distributed pre-

questionnaires to assess the students’ basic understanding of Mondly application for writing 



Chapter Three   Methodology 

 
 

27 
 

 skills.  During the initial intervention, the research team explained mobile technology 

and the importance of applications for learning English and enhancing writing abilities. They 

highlighted Mondly as one of the top applications in this field. The team politely asked 

students to work with them on the project. They also checked if students had used Mondly 

before.  

 In the second session, the researchers use video presentations to delve deeper into the 

Mondly application. They explain what Mondly is, its features, benefits, how to use it, and 

how crucial it is in enhancing writing skills. At the end of the session, they asked participants 

to download the application so they could engage in practical exercises during the final 

session. 

 In the final session, they discussed how to navigate through the various features 

available in the application, with full participation from all students. For example, they 

covered how to complete writing exercises, use the grammar tips, practice sentence 

construction, and receive feedback on written responses. After discussing these elements, the 

researchers asked the students about their experience with Mondly, and they engaged in a 

conversation regarding the effectiveness of using Mondly to improve English writing abilities. 

3.5 Data collection:  

 Data collection refers to various techniques for obtaining information about certain 

study variables with the goal of using them in the data analysis phase to achieve the study's 

outcomes, obtain the answers to the research questions, or test the hypotheses. Burns and 

Grove (2007) note that a diverse range of data collection techniques, including surveys, 

interviews, and observational methods, can enrich the research process. They advocate for 

triangulation, where multiple methods are employed to corroborate findings and provide a 

more comprehensive understanding of the research topic. In this study, data was collected 

through both questionnaires and interviews. The questionnaire, which included both closed-

ended and open-ended questions to collect quantitative and qualitative data, was administered 

in person to computer and science students at El Bashir El Ibrahimi University. This face-to-

face approach allowed for immediate clarification of any uncertainties and helped ensure the 



Chapter Three   Methodology 

 
 

28 
 

accuracy of responses. Afterwards, the questionnaires were handed out for the students to 

complete at their own convenience. 

3.6 Data analysis:  

 This section outlines the methods used to analyze the collected data, both 

quantitatively and qualitatively. Since this study employed a mixed-methods approach, the 

analysis was conducted accordingly. The quantitative data, primarily obtained through student 

questionnaires, was processed using the Statistical Package for the Social Sciences (SPSS) 

software, version 21. Descriptive statistics were used to summarize and interpret the data, 

offering insights into the trends and general patterns related to students' perceptions of the 

Mondly application and its impact on their writing skills. Qualitative data, collected through 

interviews and observations, was analyzed thematically to complement the statistical findings 

and provide a more comprehensive understanding of the issue under investigation. 

3.6.1 Data analysis: 

 The quantitative data was analyzed using SPSS, and descriptive statistics were applied 

to explore frequencies, means, percentages, and standard deviations. This approach helped in 

presenting a clear and concise summary of the responses provided by participants. The aim 

was to quantify student attitudes toward the Mondly application, their perceived 

improvements in writing, and the challenges they encountered during the use of the app. 

Through this statistical analysis, patterns and relationships within the data were identified, 

supporting the study's overall objectives.  

3.6.1.1 Data Analysis technique for quantitative data:  

 The methods that we use for quantitative data analysis in this study are explained as 

follow: Descriptive statistics: statistical package for social sciences SPSS version 21 we use 

analysis, questionnaire data, Morgan and Krejcie (2012) stated that the nature of quantitative 

data is based on numbers, measurements statistics, and results are collected through 

questionnaires and surveys, its capacity to generalize study findings to broad populations is 

one of its primary features. According to Brown (2011), descriptive statistics are used to 



Chapter Three   Methodology 

 
 

29 
 

characterize the study. This study explains the investigation of the usability of Mondly 

application in enhancing English writing skills through descriptive statistics. 

3.6.2 Data analysis technique for the qualitative data: 

 In this study, we employ a thematic analysis for qualitative data analysis. In analyzing 

qualitative data from the current study, we, as researchers, follow certain steps. Firstly, we 

collect data from the interviewees, then analyze it, which may involve a stimulus process of 

analyzing and collecting data simultaneously. The interviews provide information about 

participants’ experiences with Mondly. Then we systematically code some interesting features 

across using Mondly as a tool for learning to improve student writing abilities. This coding 

process helps us identify recurring patterns in the data. After this step, we prepare to analyze 

our research data through careful organization and review of the coded material. Once 

preparation is complete, researchers will code their research data in more detail, looking for 

relationships between different codes and potential themes. Therefore, the data obtained from 

the interviewees’ responses on the factors influencing students’ utilization of Mondly for 

enhancing their writing skills are thematically analyzed. This thematic approach allows us to 

identify key elements that contribute to or hinder effective use of Mondly for writing skills 

among language learners. The themes that emerge from this analysis provide valuable insights 

into how students interact with the application and how it impacts their writing development 

process.



 

 

 

 

 

 

 

 

 

 

Chapter Four Findings And 

Discussion 

 

 

 

 

 

 

 



Chapter Four   Methodology 

 

31 
 

4.1 QUANTITATIVE RESULTS 

This section presents the results obtained from the analysis of the quantitative data collected 

through student questionnaires. The data was analyzed using SPSS version 21, and descriptive 

statistics including frequencies, percentages, and measures of central tendency were used to 

interpret the findings. The aim was to assess students' perceptions of the Mondly application 

and its impact on their English writing skills. 

4.1.1 Questionnaire Analysis: 

 The pre- and post-questionnaire findings offer a detailed examination of Mondlyon 

students’ English writing abilities. The results demonstrate substantial differences between 

pre- and post-implementation measures regarding students’ familiarity, application, and 

attitudes toward the platform, emphasizing its value as an effective language learning tool  

Table 4.1.1: 

         

ITEMES PRE-QUESTIONNAIRE. POST 

QUESTIONNAIRE. 



Chapter Four   Methodology 

 

32 
 

M SD M SD 

Have you heard about the 

Mondly application before? 

1.37 0.49 1.32 0.50 

Do you use Mondly to learn 

English? 

1.22 0.42 1.18 0.44 

How often do you use Mondly? 1.54 0.91 1.50 0.88 

How often do you use 

technology to help with your 

English writing? 

3.31 1.49 3.22 1.47 

Which technological tools do 

you currently use to improve 

your writing? 

2.91 1.06 2.81 1.09 

How would you rate your 

current English writing skills? 

2.22 0.87 2.16 0.88 

What kind of challenges do you 

encounter when assessing your 

writing ability in English when 

you use Mondly? 

2.57 1.06 2.49 1.06 

Do you find “Mondly” program 

a useful tool to improve your 

writing skill? 

3.20 1.07 3.09 1.12 

How much do you think your 

writing skill will be improved 

whenever using “Mondly 

application” 

2.71 1.12 2.63 1.12 



Chapter Four   Methodology 

 

33 
 

how satisfied are you with 

Mondly’s effectiveness in 

enhancing your English writing 

ability? 

3.77 0.77 3.61 0.98 

I use Mondly to improve my 

writing proficiency 

3.05 1.05 2.95 1.09 

Mondly was easy to use. 3.17 0.98 3.05 1.05 

The interface of Mondly was 

intuitive and user-friendly. 

3.14 1.14 3.03 1.17 

Mondly offered activities that 

were relevant to improving 

writing 

 skills. 

3.11 1.20 3.01 1.22 

The progression of lessons in 

Mondly was appropriate. 

3.25 0.88 3.13 0.99 

The visual design and interface 

of Mondly make it easy to focus 

on learning writing skills. 

3.14 1.11 3.03 1.15 

The immediate feedback 

provided by Mondly helps me 

identify and correct my writing 

mistakes. 

3.17 1.15 3.06 1.18 

I find Mondly's gamification 

elements (points, rewards, 

levels) motivating for my 

3.28 1.04 3.16 1.11 



Chapter Four   Methodology 

 

34 
 

 

 The intervention led to a slight decrease in students’ awareness of Mondly, as 

evidenced by the decline in the mean score from (M = 1.371) (SD = 0.490) to (M = 1.326) 

(SD = 0.503). This unexpected finding might indicate that students became more realistic 

about their actual knowledge of the application after exposure, or that the intervention 

highlighted gaps in their understanding that they previously hadn’t recognized. Consequently, 

fewer students reported clear awareness of the Mondly application, with the mean score for 

usage decreasing from (M = 1.229) (SD = 0.426) to (M = 1.187) (SD = 0.441). The app’s 

interface and features may have revealed complexities that weren’t immediately apparent, 

making students more cautious in their self-reported usage patterns. 

 The frequency of Mondly usage saw a slight decrease, with the mean score declining 

from (M = 1.543) (SD = 0.919) to (M = 1.507) (SD = 0.882). This suggests a more realistic 

engagement with the app over time, likely driven by students’ actual experience with its 

writing practice. 

I think that Mondly application 

helps me in enhancing my 

writing competence. 

3.22 1.21 3.12 1.23 

I would recommend Mondly to 

others who wants to improve 

their English writing. 

3.14 1.16 3.04 1.19 

Teachers or administrators 

should incorporate language 

learning apps like Mondly into 

my writing English classes. 

3.20 1.32 3.10 1.32 

Total 57.79 22.31 59.77 21.60 



Chapter Four   Methodology 

 

35 
 

features and their assessment of its relevance to their writing improvement goals. Students 

also maintained relatively stable patterns in their use of technology for English writing, with 

the mean score decreasing slightly from (M = 3.314) (SD = 1.491) to (M = 3.221) (SD = 

1.470). This stability could indicate that students’ broader technology integration habits were 

not dramatically influenced by exposure to this specific application. 

 Then we move to students’ use of technological tools for writing improvement, where 

they showed a slight decrease in adoption, as indicated by the decline in the mean score from 

(M = 2.914) (SD = 1.067) to (M = 2.818) (SD = 1.091). This reduction might stem from 

students becoming more selective about which technological tools they perceive as genuinely 

helpful for their writing development. Additionally, students’ self-evaluation of their English 

writing skills remained relatively stable, with the mean score decreasing minimally from (M = 

2.229) (SD = 0.877) to (M = 2.161) (SD = 0.883). This consistency could be attributed to the 

intervention period being insufficient to produce significant changes in confidence levels, or 

that Mondly’s impact on writing self-perception requires more extended exposure to become 

apparent. 

 The intervention made it slightly easier for students to assess their writing ability, as 

reflected by the decrease in challenges from (M = 2.571) (SD = 1.065) to (M = 2.495) (SD = 

1.063). The app’s structured exercises and assessment features likely helped students better 

understand their strengths and areas for improvement. Furthermore, students found Mondly to 

be a somewhat less useful tool for improving their writing skills, with the mean score 

decreasing from (M = 3.200) (SD = 1.079) to (M = 3.090) (SD = 1.126). This shift could be 

due to hands-on experience revealing limitations that weren’t apparent before direct usage, 

leading to more tempered expectations about the app’s capabilities. 

 Students believed their writing skills would improve less with continued use of 

Mondly, as indicated by the decrease in the mean score from (M = 2.714) (SD = 1.126) to (M 

= 2.632) (SD = 1.123). This belief might be influenced by the app’s focus on general language 

learning rather than specialized writing instruction, and the realization that writing skill 

development requires more comprehensive approaches. Additionally, students were slightly 

less satisfied with Mondly’s effectiveness in enhancing their writing ability, with the mean 

score declining from (M = 3.771) (SD = 0.770) to (M = 3.619) (SD = 0.981). This decreased 



Chapter Four   Methodology 

 

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satisfaction could be due to initial expectations being higher than what the application 

delivered during the intervention period, combined with students’ growing understanding of 

what effective writing instruction requires. 

 The overall pattern of slight decreases across most measures from pre- to post-

questionnaire, indicates a shift toward more realistic expectations about Mondly’s role in 

writing skill development. The intervention led to more tempered but potentially more 

accurate perceptions of the app’s capabilities and limitations. These findings suggest that 

while Mondly may offer some benefits for language learning, its specific impact on English 

writing skills may be more limited than initially anticipated, requiring careful integration 

within broader writing instruction frameworks rather than serving as a standalone solution. 

4.2 Qualitative results:  

 This section presents the qualitative findings obtained through semi-structured 

interviews conducted with selected participants. The aim was to explore in greater depth the 

learners’ perceptions, experiences, and attitudes toward using the Mondly application as a tool 

for enhancing English writing skills. Through thematic analysis, recurring patterns and 

insights were identified, providing a deeper understanding of how technology-assisted 

language learning specifically via Mondly affects writing development among first-year 

Computer Science students. The emerging themes reflect not only the perceived benefits but 

also the challenges and contextual factors influencing the use of the application. 

4.2.1 Interview analysis:  

 This section presents the findings derived from the thematic analysis of interviews 

conducted with six first-year Computer Science students (two male, four female) regarding 

their experiences with the Mondly application in enhancing English writing skills. The 

analysis identified five overarching themes that characterize the students’ engagement with 

Mondly and its perceived impact on their writing proficiency. These themes are: User 

Experience and Technological Accessibility, Writing Skill Enhancement and Academic 

Progress, External Barriers and Learning Constraints, Engagement Mechanisms and 

Motivational Features, and Comparative Technology Assessment. 



Chapter Four   Methodology 

 

37 
 

Table 4.2.1: Participant Demographics  

Gender Code number  

Male (M) 2 

Female (F) 4 

Total 6 

 

4.2.1.1 User Experience and Technological Accessibility: 

 Participants consistently highlighted Mondly’s interface design, ease of use, and 

technological convenience as significant factors influencing their English writing practice. 

The application’s user-friendly nature and mobile accessibility were frequently praised. 

 For instance, Student 6 stated, « I found Mondly to be user-friendly and intuitive, 

which eliminated significant learning difficulties » (S6). Similarly, Student 2 noted, « The 

user interface is well-designed with a clean, simple layout that facilitates easy navigation and 

learning » (S2). The flexibility offered by mobile access was also a key positive aspect, with 

Student 5 remarking, « Having access to the application on my mobile device has 

revolutionized my learning approach by providing unprecedented flexibility and 

convenience » (S5). 

 While generally positive, some students initially faced a learning curve. Student 5 

explained, « Initially, I encountered some difficulties navigating the application due to 

unfamiliarity with its interface. However, after a period of adjustment, I became comfortable 

with the platform » (S5). This indicates that while the app is generally accessible, a brief 

adaptation period may be necessary for some users. In summary, the perceived ease of use and 

widespread accessibility across mobile devices significantly contributed to a positive user 

experience, making Mondly a convenient tool for language learning. 



Chapter Four   Methodology 

 

38 
 

4.2.1.2 Writing Skill Enhancement and Academic Progress:  

 The findings strongly indicate that students observed concrete improvements in their 

English writing abilities through consistent Mondly usage. These enhancements spanned 

various aspects, including spelling, grammar, vocabulary, and overall writing accuracy, 

ultimately  leading to increased confidence. Student 3 reported, « I make considerably 

fewer spelling errors, have expanded my vocabulary substantially, and enhanced my word 

retention » (S3). This sentiment was echoed by Student 5, who affirmed, « The application 

has substantially improved my writing capabilities by automatically identifying and correcting 

spelling errors » (S5). Beyond specific linguistic improvements, a notable outcome was the 

boost in students’ confidence. Student 2 articulated, « I feel more confident in my writing 

abilities and make fewer fundamental grammatical and spelling errors » (S2). Student 4 

added, « After using Mondly, I have begun to encounter fewer language-related problems and 

feel more confident in my English abilities » (S4). Furthermore, the integration of technology 

into their learning aligned with academic expectations, as student 1 noted, « The integration 

of technology aligns well with our university curriculum requirements for English language 

learning » (S1). Overall, Mondly appears to be an effective tool for tangible writing skill 

development and fostering academic confidence among users.  

4.2.1.3 External Barriers and Learning Constraints:  

 Despite the perceived benefits, participants identified several external factors and 

inherent limitations within Mondly that hindered their consistent and effective use for writing 

development. These challenges primarily revolved around time management, academic 

pressures, and specific feature limitations.   

 Time constraints were a prominent issue for several students. Student 3 explained, 

« Due to personal commitments including marriage and my demanding mathematics studies, 

along with various other responsibilities, I find it difficult to use the application consistently » 

(S3).  Student 5 also highlighted, « Academic pressures and examination periods significantly 

disrupt my consistent use of the application » (S5). Beyond external pressures, students also 

noted limitations within the application itself. Student 2 observed, « One limitation I’ve 

observed is the insufficient number of exercises that focus specifically on constructing 



Chapter Four   Methodology 

 

39 
 

complete sentences or longer written texts » (S2). Additionally, Student 3 pointed out, 

« Compared to other language learning applications, it lacks some advanced features and 

capabilities » (S3). These findings suggest that while Mondly offers a valuable platform, its 

utility for writing development is often constrained by users’ real-world obligations and the 

app’s current feature set.  

4.2.1.4 Engagement Mechanisms and Motivational Features:  

 Students provided valuable insights into the motivational elements and engagement 

strategies they believe are necessary to sustain long-term commitment to language learning 

through applications like Mondly. The desire for more interactive and rewarding features was 

a recurring suggestion.  

 Student 2 expressed a need for more consistent encouragement, stating, « I would 

benefit from more frequent reminders and motivational features to maintain consistent 

engagement » (S2). Student 5 suggested, « Implementing a reward system with tiered 

achievement levels to motivate users to progress through different stages » (S5). The absence 

of peer interaction was also highlighted as a missed opportunity. Student 6 proposed, 

« Implementing peer-to-peer communication tools could significantly enhance the platform’s 

ability to support and motivate students » (S6). Similarly, Student 3 desired « the addition of 

speaking practice features that allow communication with other English learners or native 

speakers » (S3), indicating a broader need for interactive communication beyond writing. In 

summary, students seek more robust gamification, social interaction, and personalized 

motivational cues to enhance their sustained engagement with the application. 

4.2.1.5 Comparative Technology Assessment:  

 An emerging theme was students’ critical evaluation of Mondly in comparison to other 

language learning technologies and their awareness of alternative solutions. This 

themeindicates a discerning user base that assesses applications based on perceived strengths 

and weaknesses relative to competitors. 



Chapter Four   Methodology 

 

40 
 

 Student 4 offered a direct comparison, stating, « When comparing it to other 

applications like Duolingo, I found Mondly to be more accessible and easier to navigate » 

(S4). However, not all comparisons were entirely favorable, with Student 6 acknowledging, 

« While I acknowledge that technology plays a role in language learning, I believe there are 

superior technological solutions available » (S6). This critical perspective also led to specific 

suggestions for feature enhancements. Student 2 recommended that Mondly « incorporate 

additional writing exercises, implement automatic error correction features, and provide an 

option for users to submit written texts for personalized feedback » (S2). This theme 

underscores that students are active evaluators of educational technology and are keen on 

features that address specific learning gaps identified through comparative use. 

Conclusion: 

 In conclusion, Mondly demonstrates significant potential as a user-friendly and 

accessible tool for enhancing English writing skills among first-year Computer Science 

students, particularly in improving foundational aspects like spelling, grammar, and 

vocabulary, and boosting confidence. Nevertheless, its effectiveness is contingent upon 

addressing external barriers such as time constraints and, more importantly, integrating 

advanced writing tasks, comprehensive feedback mechanisms, and robust motivational 

features, including opportunities for peer interaction. By continuously refining the application 

based on user feedback and incorporating features that facilitate more authentic and 

personalized writing practice, Mondly can further solidify its role as a valuable resource in 

English as a Foreign Language (EFL) learning context. 



 

 

 

 

 

 

 

 

 

Chapter Five: General Conclusion 

And Recommandations 

 

 

 

 



Chapter Five   Methodology 

 

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Introduction:  

 In this chapter, we present the general conclusions drawn from our study on the 

usability of the Mondly application in enhancing the English writing skills of first-year 

Computer Science students at Mohamed El Bachir El Ibrahimi University, Bordj Bou-

Arreridj. We summarize the key findings, highlighting the positive impacts on students’ 

writing proficiency, vocabulary expansion, grammar accuracy, and overall writing confidence. 

Additionally, we address the challenges identified, such as the need for more comprehensive 

writing exercises, personalized feedback mechanisms, and advanced features for sustained 

motivation. Then we offer practical recommendations for students, teachers, and educational 

stakeholders to optimize the use of Mondly in EFL writing instruction, aiming to enhance 

engagement and improve learning outcomes while addressing the identified limitations for 

more effective integration into academic curricula. 

5.1 Discussion:  

 The research findings are discussed in this section concerning the study's goals, which 

examined how well the Mondly program worked to improve first-year computer science 

students' English writing abilities. The results are analyzed in the context of pertinent 

theoretical frameworks and literature on writing education and mobile-assisted language 

learning (MALL). 

 The study’s findings reveal that first-year Computer Science students generally hold 

favorable perceptions towards using Mondly for developing their English writing abilities. 

The positive perceptions, as demonstrated by the themes of « User Experience and 

Technological Accessibility » and « Writing Skill Enhancement and Academic Progress, » 

underscore the growing significance of integrating technology, particularly mobile 

applications, into language learning curriculum. This aligns with the broader consensus in the 

field of Computer-Assisted Language Learning (CALL) that digital tools can provide 

accessible and flexible learning opportunities (Godwin-Jones, 2015). The students’ reported 

improvements in spelling, grammar, vocabulary, and confidence highlight Mondly’s potential 

as a supplementary tool for writing skill development, complementing traditional classroom 

instruction.  



Chapter Five   Methodology 

 

43 
 

 The accessibility and user-friendly interface of Mondly, as consistently reported by 

participants, are crucial factors contributing to its usability. This ease of access, particularly 

on mobile devices, enables learners to engage in practice anytime and anywhere, fitting into 

busy student schedules. This flexibility is especially beneficial for learners who may face time 

constraints or prefer self-paced learning, echoing the findings of previous studies on (e.g., 

Vesselinov & Grego, 2012, on the effectiveness of mobile apps). The structured format and 

interactive nature of Mondly’s exercises appear to contribute to a positive learning 

experience, fostering consistent engagement. 

 However, despite these benefits, the study also brought to light several challenges and 

limitations that students encountered, as captured by the theme « External Barriers and 

Learning Constraints. » Time management difficulties and academic pressures significantly 

impeded consistent use, indicating that even highly accessible tools cannot fully overcome 

real-world demands on students. Furthermore, the perceived « insufficient writing tasks » and 

« limited advanced features » within Mondly suggest that while the app provides a solid 

foundation, it may not offer the depth or variety required for comprehensive writing skill 

development, particularly at more advanced levels. This points to a need for applications to 

evolve beyond basic sentence construction to include more complex writing exercises and 

personalized feedback mechanisms, as also noted by Ur (1996) regarding difficulties in 

language practice. 

 The theme « Engagement Mechanisms and Motivational Features » further 

emphasizes the students’ desire for more dynamic and interactive learning environments. 

Suggestions for gamification, reward systems, and peer interaction opportunities underscore 

the importance of motivational design in sustaining long-term engagement in MALL. The 

lack of real-time interaction and personalized feedback, as highlighted by some participants 

and supported by literature (e.g., Lie, 2007, on limited exposure to target language), remains a 

critical area for improvement in language learning applications, especially for productive 

skills like writing. Students’ inclination towards features that foster communication with other 

learners or native speakers suggests a demand for more authentic and communicative writing 

practice scenarios. 



Chapter Five   Methodology 

 

44 
 

 Finally, the « Comparative Technology Assessment » theme demonstrates that students 

are active consumers of educational technology, evaluating apps based on their perceived 

effectiveness and feature sets relative to alternatives. While some found Mondly more 

accessible than other platforms, the desire for « superior technological solutions » and specific 

feature enhancements (e.g., automatic error correction, personalized feedback on submitted 

texts) indicates a sophisticated understanding of what constitutes an effective language 

learning tool. This critical evaluation provides valuable feedback for developers aiming to 

optimize their applications to meet the evolving needs and expectations of EFL learners. 

5.2 General Conclusion: 

 This thesis set out to explore the usability of the Mondly application in enhancing the 

English writing skills of first-year Mathematics and Computer Science students at Mohamed 

El Bachir El Ibrahimi University, Bordj Bou-Arréridj. Through a qualitative thematic analysis 

of student interviews, five key themes emerged: User Experience and Technological 

Accessibility, Writing Skill Enhancement and Academic Progress, External Barriers and 

Learning Constraints, Engagement Mechanisms and Motivational Features, and Comparative 

Technology Assessment. 

 The findings demonstrate that Mondly is largely perceived as a user-friendly and 

highly accessible tool, particularly due to its intuitive interface and mobile compatibility, 

which significantly contribute to a positive learning experience. Students reported tangible 

improvements in fundamental writing aspects such as spelling, grammar accuracy, vocabulary 

expansion, and increased confidence in their English writing abilities. This suggests that 

Mondly holds considerable potential as a supplementary resource within an EFL curriculum 

for developing foundational writing skills. 

 However, the research also identified several limitations and challenges. External 

factors like time constraints and academic pressures often hinder consistent engagement with 

the application. Furthermore, students expressed a need for more comprehensive writing 

exercises beyond basic sentence construction, as well as a desire for more advanced features, 

personalized feedback mechanisms, and opportunities for peer interaction. These identified 

gaps suggest that while Mondly provides a strong base, its current design may not fully cater 



Chapter Five   Methodology 

 

45 
 

to the diverse and evolving needs for advanced writing skill development or sustained 

motivation. 

 The study also revealed that students critically evaluate Mondly in comparison to other 

language learning technologies, highlighting their awareness of alternative solutions and their 

discerning approach to educational apps. This comparative perspective offers valuable 

insights for app developers seeking to refine their platforms. 

 In conclusion, Mondly serves as a valuable, accessible, and user-friendly tool for 

initial enhancements in English writing skills and confidence among first-year Computer 

Science students. Its effectiveness, however, could be further maximized by addressing the 

identified external barriers, expanding its range of advanced