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

Articles in Press

Document Type : Research Paper

Authors

1 Dept. of English Language and Literature, Arak University, Arak, Iran

2 Faculty of Humanities, Arak University Arak 38156-8-8349, PO. Box: 879, 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 divided into experimental and control groups. The experimental group received CT-based instruction using MALL tools like 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, focusing solely on standard language learning practices. Both groups underwent pre- and post-tests using the English Proficiency Test app to measure language proficiency. Results from Paired Samples t-test and 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. Contrary to the experimental group, the control group’s lesser improvement underscored the benefits of integrating CT and MALL tools in language learning. These findings indicate that CT development apps can boost EFL learners’ proficiency, recommending MALL-based instruction for curriculum integration to enhance language development.

Keywords

Iranian Journal of Applied Language Studies

Articles in Press, Accepted Manuscript
Available Online from 17 January 2026

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