Can a self-designed Ediom mobile app scaffold idiomatic competence in Chinese EFL learners? Findings and implications

Abstract

Recent advancements in Mobile Assisted Language Learning (MALL) have highlighted mobile technologies’ potential to enhance communicative skills; however, idiom learning via mobile apps remains underexplored. This study addresses this gap by comparing two learning approaches—Ediom app-based learning and traditional classroom instruction—and examining how pretest proficiency and motivation influence idiomatic improvement. To evaluate the impact of Ediom, a self-designed mobile app, on Chinese English as a Foreign Language (EFL) learners’ idiomatic attainment and motivation, 108 Chinese university students completed pre- and posttests alongside the Instructional Materials Motivation Survey. Results indicate that Ediom significantly improved participants’ comprehension of English vivid phrasal (VP) idioms, with learners also demonstrating high motivation. Notably, a logistic regression analysis revealed that learners using the Ediom app were 10.92 times more likely to achieve substantial learning gains (defined as ⩾ 10-point increase from pretest to posttest) than those receiving traditional classroom instruction. These findings suggest that integrating Ediom into EFL instruction can enhance idiomatic competence and communicative skills, underscoring the potential of mobile apps for scaffolding idiom learning.