EVALUATING THE IMPACT OF MOBILE APPLICATIONS AND LEARNING CENTERS ON ENGLISH LANGUAGE LEARNING

Abstract

This research paper explores the preferences of English language learners when choosing between mobile applications and traditional learning centers, with a focus on young learners in Navoi, Uzbekistan. The aim was to understand which learning method is seen as more effective for acquiring English proficiency. A total of 120 participants, elementary school students and high school students, were selected to represent two distinct age groups and educational stages. Data were collected through structured questionnaires and analyzed using a descriptive approach. The survey was designed to collect detailed insights regarding learners’ usage habits, perceptions of effectiveness, and overall preferences. Findings revealed that, despite the popularity and accessibility of mobile applications like Duolingo and Babbel, a majority of respondents favored traditional learning centers. The reasons included the value of real-time interaction, teacher guidance, structured lessons, and peer support. The study also highlighted differences between the two groups. Elementary students generally relied more on structured environments, while high school students appreciated the discipline and depth offered by in-person instruction. While mobile apps were often seen as helpful for practice, especially in vocabulary and listening, they were rarely considered sufficient for mastering productive skills like speaking and writing.