ABSTRACT
Recent advancements in technology have led to an increased flexibility and convenience in the process of Second Language Acquisition (SLA), with the ability to learn a language irrespective of specific time and space constraints. The proliferation of second language learning apps in recent years is a testament to their ability to meet the needs and motivate users in their language learning journey. Previous studies have demonstrated that effective language learning apps can provide an excellent learning environment for learners while also enabling educators to monitor their students’ progress. However, the application of SLA in virtual environments necessitates a more thorough analysis of the theories that underlie it. In this study, the English Mofun Show app, which is equipped with features that align with SLA, was employed as a research focus to examine how it adheres to SLA theory in the language learning process. The findings indicate that the Input Hypothesis, Interaction Hypothesis, and motivation theory are the primary methods employed in the app to encourage learners in improving their second language. The study concludes that the English Mofun Show app has a positive impact on SLA and provides insightful implications for future research in this field.
