Speaking in a foreign language is considered to be a challenging aspect of language learning that demands competence and mastery in learning any foreign language. Vocabulary learning verifies to play an important role in oral communication. However, literature lacks the studies where both English as a foreign language (EFL) students and teachers' views are obtained to provide analyses of the situations in which learners are not showing desired results in speaking. The current study explores the problems of lack of vocabulary that Saudi EFL students face with special focus on their speaking proficiency. It aims to seek EFL teachers' opinions on the extent to which lack of vocabulary has influence on EFL students' performance in listening, and conversation classes, and in expressing their ideas and feelings, and especially in speaking skill. A questionnaire was used for the responses from the students and an interview for the teachers to reveal their perceptions about the vocabulary hindrance in speaking skills. 20 EFL instructors and teachers of Preparatory Year Program (PYP) section of a public university and 110 EFL students participated in this study. The analysis of the data showed that both teachers and learners indicated that lack of vocabulary is one of the major factors in students' inability to speaking English. In the current study, among many other suggestions it is proposed that the inclusion of mobile assisted language learning could be useful way of developing vocabulary for spoken proficiency of Saudi EFL learners.

Technology integration has a great impact on learners’ learning styles and everyday life, where various encouraging responses come across in language learning institutions through the use of mobile technology. WhatsApp application instantly transfers information in different modes. At the present time it can be effectively used as a platform to engage learners with conventional classroom setting. The present study is an attempt to investigate learners’ attitudes towards WhatsApp application and their intention for future use. 32 EFL learners were exposed to learn vocabulary by the use of WhatsApp application for a period of 6 weeks. Data were collected by using questionnaire and semi-structured interviews. The result exhibited higher levels (M= 4.4 and Mode 4.37) of the mean scores of the learners’ perception and (M= 4.3) on WhatsApp Usage attitudes.   The finding of the study indicated that learners expressed positive attitudes in using WhatsApp applications for vocabulary development. The present study also suggests that the integration of WhatsApp should be fortified to learners, instructors and institutions in developing other language learning process.

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<p><strong> </strong></p><p><strong>T</strong>he existing technological expansion has transformed pervasive revolutions in modern civilization, with continuing innovation of services and products. Nowadays people are having different channels of communication.  Currently, mobile learning (M-learning) is being used extensively in teaching and learning foreign languages which further widens the mobility of learners. The usage of mobile instruction can lead learners towards a real interruption to learn effectively when used inappositely. The current study is an attempt to explore the potential usage of M-Learning in English for specific purpose (ESP) classes. For this intention smartphone were used in the ESP context for teaching Business English at the College of Business Administration at a public sector university in Saudi Arabia. A questionnaire was distributed to 21 participants of the present study after a 5-week exposure to M-learning activities in the formal classroom. The findings revealed that ESP learners acknowledge M-learning as a prompt source of feedback in ESP. The results of this study also indicate that incorporation of M-learning in ESP learning with conventional classroom can support learners to develop their learning proficiency. Moreover, learners showed significantly positive attitude in mobile instruction in a formal classroom.</p>

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