英语作为全球通用语言，在商务和文化领域中扮演着重要角色。然而，中学英语口语教学的重视程度与其重要性不符。教学内容单一、师生互动不足和课堂氛围乏味等问题导致学生的口语表达能力低下。因此，提高中学生的口语表达能力成为当前英语教育研究的重要课题。而信息技术的快速革新使得移动设备在教育领域的应用越来越广泛。本研究旨在探究移动辅助语言学习对高中生英语口语表现的影响。

本研究采用混合研究方法，提出了以下研究问题：（1）在学生英语口语测试成绩方面，使用移动设备的班级和传统班级是否存在显著差异？（2）移动辅助语言学习在复杂度、准确性和流利度方面对学生英语口语表现的影响程度如何？（3）本研究中学生对移动辅助语言学习的态度如何？本研究的设计实验在安徽北部的一所高中进行，为期15周，实验班和对照班分别有40名受试者。实验前，两个班级进行口语能力前测，确保两个班口语能力的一致性。实验期间，实验班采用平板辅助语言学习，而对照班则使用传统多媒体辅助语言学习。实验后，两个班进行了口语后测，并用分层抽样方法对实验班9名同学进行了半结构式访谈。

在借助SPSSAU软件对前后测收集的数据进行独立样本t检验和配对样本t检验计算和分析，以及对访谈进行内容分析后，本研究主要得出以下结论；（1）移动辅助语言学习对高中生的英语口语成绩有积极影响；（2）移动辅助语言学习不能显著提高学生的英语口语复杂度，具体表现在T单位的平均长度与平均从句数和形符比方面均没有变化；（3）移动辅助语言学习能显著提高学生的英语口语准确度和流利度，其中流利度的提高主要体现在减少了停顿和重复次数；（4）多数学生支持使用移动设备进行辅助教学，但需注意技术适应和故障可能带来的问题，以提供个性化支持，最大化平板电脑在教学中的益处。该实验在一定程度上验证了移动辅助语言学习对高中生英语口语成绩、口语准确度和流利度提高的有效性，对今后相关的研究有启发意义。

English plays an important role in both business and cultural fields as a global lingua franca. However, the importance of oral English teaching in middle school does not match its significance. Problems such as lack of diversified teaching contents, absence of teacher-student interaction, and dull classroom atmosphere lead to poor oral English achievements among students. Therefore, improving middle school students’ oral English performance has become an important research topic in English education. The rapid innovation of information technology has made the use of mobile devices in education increasingly widespread. This study aims to explore the impact of Mobile Assisted Language Learning (MALL) on the oral English performance of high school students.

A mixed methods approach was adopted, and the following research questions were proposed: (1) Is there any significant difference between mobile learning class and traditional class in terms of students’ oral English test scores? (2) To what extent can Mobile Assisted Language Learning affect students’ oral English performance in terms of complexity, accuracy, and fluency? (3) What are students’ altitudes towards Mobile Assisted Language Learning used in this study? The experimental design of this study was conducted in a high school in northern Anhui Province for 15 weeks, with 40 subjects in the experimental and control classes respectively. Before the experiment, both classes conducted an oral pretest to ensure the consistency of their oral abilities. During the experiment, students in experimental class were equipped with tablet computers which facilitated MALL, while the control class employed traditional English teaching. After the experiment, both classes conducted an oral ability posttest, and a semi-structured interview was conducted with nine students from the experimental class using stratified sampling.

After calculating and analyzing the independent sample t-test and paired sample t-test data collected from the pretest and posttest results using SPSSAU software, and conducting content analysis on the interviews, this study mainly drew the following conclusions: (1) MALL has a positive effect on high school students’ oral English test scores. (2) MALL cannot significantly improve students’ oral English complexity, as indicated by the average length of T-unit and the average number of dependent clauses per T-unit and type/token ratio. (3) MALL can significantly improve students’ oral English accuracy and fluency, with the latter being reflected in a reduction in pauses and repetitions. (4) Most students support the use of tablets for educational purposes, while acknowledging potential challenges such as technical adaptation and disruptions caused by malfunctions. To maximize the benefits of MALL, individual needs and preferences should be taken into account, and timely technical support provided. This study has to some extent verified the effectiveness of MALL in improving high school students’ oral English scores, accuracy, and fluency, which is inspiring for future related research.