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The study was aimed to examine the use of Mobile Assisted Language Learning (MALL) through Cake application in improving speaking skill of grade 6 Bhutanese ESL students and to find out students' learning satisfaction about the use of MALL through Cake. A quasi-experimental research design was incorporated by selecting one section of 30 participants from two sections through a simple random sampling. The quantitative data gathered using pretest, posttest and questionnaire were analyzed and interpreted applying inferential statistics t-test with p < 0.05 level of significance, mean, and standard deviation. Likewise, qualitative data through focus group interview were condensed, coded and analyzed by a theme-based approach. The results based on the pretest and posttest showed that the students' posttest mean score of 13.50 was higher than the pretest mean score of 7.77 with a mean score difference of 5.73. Further, the significant p value was 0.01 which indicated that MALL through Cake was effective in teaching English Speaking. Besides, the findings of questionnaire and focus group interview showed that the students developed much better in speaking skill which was interpreted as a high level of satisfaction; therefore, the use of MALL through Cake application was an effective tool to teach English speaking skill.

The research aimed to assess the English reading comprehension skills of fifth-grade Bhutanese students through a comparison before and after implementing the audio-assisted reading strategy. Additionally, it aimed to investigate the extent of their learning satisfaction towards the use of this strategy. The research was carried out in one of the primary schools in Bhutan for a period of one month. The study adopted a quasi-experimental design employing both qualitative and quantitative methods. Lesson plans were used as the interventional tools while reading comprehension tests and semistructured interviews were used for the collection of quantitative and qualitative data, respectively. The quantitative data were analyzed using a paired sample t-test, and the qualitative data were analyzed using the thematic analysis technique. The analysis of the pretest and posttest scores revealed that the mean score of the posttest was greater than the mean score of the pretest. The data collected from the interviews revealed that the participants were motivated and satisfied with the use of audio-assisted reading strategy. The study recommends incorporating the audio-assisted reading strategy as an effective reading strategy to enhance the reading comprehension skills of the students.