COMPUTER-ASSISTED LANGUAGE LEARNING: AN EVALUATION OF LANGUAGE APPS AND THEIR IMPACT ON JUNIOR SECONDARY STUDENTS' ENGLISH LEARNING IN BADAGRY, LAGOS STATE

Abstract

This study investigates the impact of computer-assisted language learning (CALL) through mobile applications on English language achievement among junior secondary school students in Badagry, Lagos State. In response to the growing adoption and integration of educational technology in language teaching, the research evaluates how language learning apps influence students’ performance and engagement. A quasi-experimental design was adopted, involving 180 JSS2 students from six randomly selected public schools. The participants were divided into two groups: an experimental group (n = 90) used language learning apps such as Hello English, Busuu and,Duolingo alongside classroom instruction, while the control group (n = 90) received only conventional teaching. Data were collected using a 40-item English Language Achievement Test (ELAT) and a 15-item Student Engagement Questionnaire (SEQ). Pre-test and post-test results were analyzed using paired sample and independent t-tests. The mean pre-test score for the experimental group was 42.8%, which increased to 67.3% post-intervention. In contrast, the control group’s mean score rose only from 43.1% to 54.6%. The difference in post-test mean scores between the groups was statistically significant (t = 4.82, p < 0.001), indicating the effectiveness of the apps. Additionally, 78% of students in the experimental group reported increased motivation, and 85% found the apps helpful in vocabulary development. The study concludes that CALL tools significantly enhance students' English language performance and engagement. It recommends the integration of user-friendly language apps into the junior secondary curriculum, alongside teacher training and instructional material support, to improve language learning outcomes in public schools.