Mobile Language Learning Applications (MLLAs) are gaining widespread use in higher education because of the flexible nature of practice opportunities with languages. The majority have easy-to-use interfaces, but few enable long-term engagement, retention, and productive learning. There is much empirical work that isolates usability or outcomes singularly without noting how user experience, motivation, and pedagogy intersect in the mobile environment. This study investigates MLLA user experience among university students in Indonesia using a mixed-methods design. Structural Equation Modelling (SEM) was used to investigate the inter-plays of usability, acceptance, engagement, and retention. Qualitative data provided information about user views and context-based limitations. Findings suggest that while overall MLLAs are usable and widely accepted, they tend to lack instructional intensity and intrinsic motivation support. Motivation and perceived usefulness significantly impact engagement, but redundant repetition, superficial individualization, and minimal interaction reduce retention. With reference to TPACK, FRAME, and SDT, the study highlights learner-centered design featuring effective pedagogy, social interaction, and adaptive functionality as being vital. To transcend surface gamification, MLLAs must support deep, long-term language learning. These results provide actionable recommendations for developers and instructors seeking to optimize mobile language learning by synergizing technology, pedagogy, and learner psychology.
Purwanto et al. (Mon,) studied this question.