Vocabulary Learning Through Mobile Apps: A Phenomenological Inquiry of Student Acceptance and Desired Apps Features

Abstract

Vocabulary plays a great role in language learning as learners would face difficulties in language learning if they have insufficient vocabulary knowledge. The advent of new technologies has encouraged the development of mobile assisted language learning (MALL) and the increase in mobile apps for vocabulary learning. Nonetheless, it would seem that there is a dearth in research on the use of mobile apps for vocabulary learning especially in our local contexts. Capitalising on the strength of phenomenological inquiry and a model for technology acceptance, this study investigated several existing mobile apps for language learning. In particular, it looked into students’ acceptance and the features of mobile apps conducive for vocabulary learning. This study employed in-depth interviews and surveys as instruments. Using purposive sampling technique, thirty-three students were selected as participants to experience using mobile apps to learn vocabulary on self-directed basis for a specified duration. At the end of the trial stage, all participants responded to the surveys, and three were interviewed. The accounts given by participants indicated positive acceptance and several desired features. Interestingly, this study also revealed several challenges in learning vocabulary through mobile apps which should be the concern of both apps developers and language teachers.

Students’ Perceptions of an EFL Vocabulary Learning Mobile Application

“…Firstly, it is clear that students appreciated the accessibility of the mobile app anywhere and at any time more than the traditional books, provided there was Internet access. This is in line with the findings of a Malaysian study [14] whose authors surveyed 33 students on the acceptance of mobile app for language learning. They found that it was easy for the students to download the app, which is easy to carry everywhere and accessible at their preferred time and place.…”

“…This is in line with a research study by Kwangsawad [13] and Elaish et al [19], who reported that their students also had found using smartphones in EFL classes more fun, beneficial and productive. Similar findings were provided by Deris and Shukor [14]. As Ozer and Kilic [16] maintain, the more students use the mobile devices, the more academic gains they are able to achieve.…”

“…In particular, interactivity, as well as the use of different multimedia, play an important role in this respect [19,37]. Deris and Shukor [14] also emphasized, in their study, that it is particularly the game which stimulates students' to learn vocabulary.…”

“…For instance, the findings by Tayan [9] showed that 85% of university students and 100% of teachers thought that mobile learning could act as a motivational stimulus for learning a foreign language. This is also connected with the fact that students generally have a positive attitude towards the implementation of mobile devices into foreign language classes [13,14].…”

Usability Aspects Related to the Use of M-Learning in Elementary Schools in Palestine

“…A number of studies evaluated the use of mobile learning for usability. For instance, researchers [23] concluded a positive acceptance of the use of mobile application in learning vocabulary by the students based on the good scores given to aspects such as ease of use and usefulness. An experimental study in elementary schools was presented in [24].…”