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Mobile assisted learning especially in language learning gives both benefits and challenges in optimizing students' outputs toward learning targets. We investigated the influence of mobile applications as learning assistance which can help students improve their speaking skill and critical thinking in English language learning. Convergent parallel mixed method design was used to capture quantitatively and qualitatively the data (test, observation, and interview). The data was taken from 38 students in speaking class at English department of Borneo University Tarakan Indonesia for one semester with 12 meetings (Socratic circle speaking). Mobile applications used were online dictionary, language translator, speaking English, English grammar, speech to text, critical thinking, WhatsApp, Google chrome, YouTube, Weebly, and Gmail. Statistic result for both students' speaking and critical thinking obtained significance value .000 < 0.05 which means that mobile applications used as learning assistance positively optimized students' speaking skill and critical thinking in English language learning. Interview reveals that students were very enthusiastic exploring and practicing mobile learning applications although they got problem with unstable internet connection. Technology in the form of mobile learning applications provides opportunities to both the teacher and the students in improving the quality of teaching and learning. It is applicable for any subject by selecting appropriate mobile learning applications.
Kusmaryani et al. (Mon,) studied this question.
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