An Investigation of the Effect of Creativity in Critical Thinking-Based Instruction via MALL and Gender on Iranian EFL Learners’ Proficiency

Document Type : Research Paper

Authors

Department of English Language and Literature, Faculty of Literature and Foreign Languages, Arak University, Arak, Iran

10.22111/ijals.2026.49293.2457

Abstract

This study examines the impact of critical thinking (CT) instruction delivered via mobile-assisted language learning (MALL) on the language proficiency of Iranian EFL learners, with a focus on potential gender differences. A total of 92 EFL learners (46 male and 46 female students) were selected through stratified random sampling from language institutes in Tehran and Zahedan, Iran, and assigned to experimental and control groups. The experimental group received CT-based instruction using MALL tools such as Notability Note Taking and Explain Everything, delivered by a teacher proficient in MALL and CT skills. The control group was taught using traditional methods without MALL or explicit CT instruction and focused solely on standard language learning practices. Both groups completed pre- and posttests using the English Proficiency Test app to measure their language proficiency. The results of a paired-samples t test and a one-way ANOVA revealed that (a) CT-based MALL instruction significantly improved EFL learners’ language proficiency and (b) gender had no significant effect on proficiency. Compared with the experimental group, the control group’s smaller improvement underscored the benefits of integrating CT and MALL tools into language learning. These findings indicate that CT development apps can enhance EFL learners’ proficiency and support the integration of MALL-based instruction into curricula to promote language development.

Keywords

References

 
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Iranian Journal of Applied Language Studies
Volume 18, Issue 1
July 2026
Pages 195-207

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