Mobile Learning as an Intervention to Address Low English Proficiency among High School Students in Northern Peru

Abstract

The objective of this study was to analyze the impact of mobile learning (m-learning) on strengthening the English language skills of adolescent students in northern Peru. A mixed approach was used, employing a quasi-experimental pretest-posttest design with a single group, complemented by a qualitative interpretive analysis. The intervention consisted of the use of educational mobile applications during regular English classes, integrated with active and contextualized teaching strategies. The sample consisted of 120 students from public schools in different cities in northern Peru, a region that faces structural challenges in terms of connectivity and equitable access to technological resources. The results showed significant improvements in the language skills assessed, with average increases of more than 3 points between the pre-test (M = 10.2, SD = 2.1) and the post-test (M = 14.0, SD = 2.0), highlighting greater progress in listening comprehension. It is concluded that mobile learning, when implemented with adequate pedagogical planning and adapted to the conditions of the local educational environment, is an effective tool for improving English proficiency in secondary school students. The importance of this study lies in the fact that it provides empirical evidence from a context that has been little explored in the international literature, highlighting the potential of m-learning as a strategy for reducing educational gaps and expanding access to learning experiences.