Mobile-Assisted Language Learning (MALL) and Vocabulary Gains among ND2 Learners at Federal Polytechnic, Bali, Taraba State, Nigeria

. Grounded in Cognitive Load Theory and self-regulated learning principles, the study employed a within- subject design in a Japanese university EFL course. Learners could complete identical online vocabulary exercises on either platform, with system logs tracking usage, time, and performance, while pre- and post-tests measured gains. Results indicated that test performance was similar across platforms, but mobile tasks required more time and showed lower completion rates. Many students preferred using computers, citing difficulties with small screens and typing. The study concluded that while mobile learning is effective, tasks should be designed to reduce cognitive load and be optimized for small devices. Weaknesses included self-selection bias in platform use, a short study duration, and no direct measure of long-term retention. Therefore, the three studies confirm that MALL enhances vocabulary learning by increasing frequency, accessibility, and learner motivation. Cavus and Ibrahim (2009) demonstrated the effectiveness of SMS-based vocabulary learning, while Thornton and Houser (2005) showed that push-based mobile lessons outperform traditional methods, and Stockwell (2010) highlighted the influence of device usability on learning outcomes. Despite these positive findings, common weaknesses include reliance on short interventions, small or non- randomized samples, and an emphasis on receptive rather than productive vocabulary use. Importantly, little is known about how MALL functions in African polytechnic contexts where infrastructural challenges and pedagogical practices differ. The present study seeks to address this gap by examining the role of MALL in improving both receptive and productive vocabulary skills among ND2 students at Federal Polytechnic Bali, while also evaluating learners’ attitudes and engagement with mobile-based learning. Theoretical framework This study is anchored on Mayer’s Cognitive Theory of Multimedia Learning (CTML), propounded by Richard Mayer in 2001. The theory posits that learners process information more effectively when it is presented in both verbal and visual forms, as the human brain has dual channels for processing and a limited capacity in each. By integrating text, audio, and images through mobile applications, learners are more likely to encode and retain vocabulary efficiently. Mayer (2001) emphasizes that meaningful learning occurs when learners actively select, organize, and integrate information, which aligns with how Mobile-Assisted Language Learning (MALL) platforms deliver multimodal content. This theory has been widely applied lexical range in class presentations and essays. For instance, instead of the vague expression “big problem,” learners began using “serious challenge” or “critical issue.” This confirms Kukulska-Hulme’s (2020) argument that MALL enhances vocabulary retention through interactive practice. The analysis therefore indicates that MALL creates an environment of continuous vocabulary reinforcement, making learning more engaging, personalized, and sustainable. Consequently, MALL plays a significant role in bridging the vocabulary gap among ND2 learners. iii. Compare students’ vocabulary performance before and after exposure to MALL-based interventions Prior to MALL exposure, students exhibited limited lexical diversity, often repeating simple adjective