Push notifications are widely used to influence digital behavior, but their long-term impact on language learning habits remains underexplored. To bridge this gap, this study investigated the role of push notifications in shaping user habits and their impact on daily consistency in language learning practice. Grounded in behavioral psychology and habit formation theory, we conducted a randomized controlled trial (RCT) with 150 adult participants engaged in a 9-week mobile-assisted language learning (MALL) program. Participants were divided into three groups: one receiving algorithmically timed push notifications, one with self-scheduled practice reminders, and a control group with no notifications. Compliance rates, practice duration, and self-reported motivation levels were tracked alongside qualitative feedback. Data analysis revealed that the push notification group demonstrated significantly higher daily practice adherence (82% compliance) compared to the self-scheduled (67%) and control groups (49%). However, post-intervention data indicated a sharp decline in consistency for the notification group once reminders ceased, suggesting extrinsic dependency. Qualitative insights highlighted that personalized, context-aware notifications enhanced perceived utility, while overly frequent alerts led to user fatigue. The study underscores the dual-edged nature of push notifications as effective short-term behavioral cues but potential inhibitors of intrinsic habit formation. These findings broaden our understanding of digital nudges in skill acquisition and offer practical guidelines for designing adaptive notification systems that balance immediacy with sustainable engagement. Ethical considerations regarding user autonomy and dependency are also discussed, emphasizing the need for transparency in persuasive technology design.
