智慧型手機，掌上型電腦，平板電腦等科技化數位設備越來越常被應用於EFL課堂教學中。Vurdien (2017) 的研究證明，智慧型手機具備多種功能，它能被應用於讓學生學習語言相關技能，包括聽、說、讀、寫，同時也促使獨立與合作學習。然而，在科技化世界裡，老師很難將科技與教學結合，因為那些被稱為數位原住民，或是數位移民的學生們，都以使用數位設備為娛樂。因此，本研究的設計目的即在於：(a) 探討MALL對於提高論文寫作能力的影響; (b) 推斷出透過使用智慧型手機而改進的寫作內容; (c) 探討學生對於MALL的看法; (d) 找出阻礙智慧型手機用於學習目的潛在因素。60名醫學系大二生被隨機分為三組。對照組分別參加了紙筆測驗、電腦測驗、與智慧型手機測驗。實驗持續了十二週，並透過ANOVA和Tukey HSD 事後檢定測驗分析測試結果。兩位經驗豐富的寫作專業人員使用Grammarly軟體和雅思考試寫作task 2評分標準來對結果進行評比。實驗結果證明，在這三種情況下，學生的寫作表現具顯著性差異。事後檢定測驗結果顯示，顯著性差異只存在於使用智慧型手機與紙筆的組別間。此外，雖然智慧型手機組在寫作內容、機制、和詞彙資源方面表現優異，CALL組在寫作文法與字句的連貫性上較為優秀。問卷調查結果指出，智慧型手機能提供可靠的資料來源，但卻會因為螢幕小或訊號不良而影響老師與學生的使用意願。因此，此研究建議，EFL教師應該將使用紙筆的寫作教學轉向MALL。

Digital mobile technology devices such as iPads, Smartphone, PDA, tablet pc are becoming popular devices in EFL classrooms. Vurdien (2017) study revealed that Smartphone has multimodal functions and can be used to study language skills including speaking, listening, reading, writing, and can promote independent & cooperative learning. However, in the world of technology where students are known as digital natives or digital migrants, EFL teachers are hardly integrating the instructions with technologies and students tend to use their digital device mainly for entertainment purposes. Therefore, this project was designed for the following purposes: (a) to examine the effect of MALL in enhancing essay writing ability; (b) to identify which component of writing is improved as a result of Smartphone technology use; (c) to explore the students’ perception towards MALL; and (d) to find out the potential factors that hinder using Smartphone for learning purposes. 60 medicine students who were taking sophomore course were randomly assigned into three groups. The control group attended the paper based class, the second group used computers and the third group used Smartphone. The experiment lasted for twelve weeks and test results were analyzed through ANOVA and Tukey HSD post hoc test. Two experienced writing professionals rated the result using Grammarly software and IELTS task 2 writing band descriptors. The result shows that there was statistically significant difference on students writing performance for the three conditions.The Post hoc test result revealed that the significant difference was achieved only between the Smartphone users and paper based. Furthermore, while the Smartphone users outperformed in the content, mechanics and lexical resources, the CALL users surpassed in the grammar and cohesion writing features. The survey questionnaire result demonstrated that Smartphone can be source of authentic content, but lack of digital teachers and students’ willingness, the small screen size and poor internet connection are found to be the potential impediments. It is suggested that, EFL teachers should shift from dominantly applying the paper based writing class to MALL.

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