Global Journal of Foreign

Language Teaching
Volume 9, Issue 1, (2019) 051-068
www.gjflt.eu

Using mobile applications to teach vocabulary:

Saudi EFL teachers’ perceptions
Khalid Yahya Al-Johali*, Curriculum and Instruction, Umm Al-Qura University, Mecca 21955, Saudi Arabia

Suggested Citation:
Al-Johali, K. Y. (2019). Using mobile applications to teach vocabulary: Saudi EFL teachers’ perceptions. Global
Journal of Foreign Language Teaching. 9(1), 051–068.

Received from August 12, 2018; revised from October 12, 2018; accepted from January 2, 2019.
Selection and peer review under responsibility of Assoc. Prof. Dr. Jesus Laborda Garcia, Alcala University, Spain.
©
2019 SciencePark Research, Organization & Counseling. All rights reserved.

Abstract

This paper aimed at investigating the potential effectiveness of using mobile applications to teach vocabulary in public
schools in Saudi Arabia. It was carried out in Sabia, Jazan, Saudi Arabia in the academic year 2018. It is a descriptive survey
paper done to survey EFL teachers' perspectives about using vocabulary m-applications. The sample consisted of 113
teachers. This paper depended on one instrument to collect data which is a 25-item, 5-category and closed-answer
questionnaire. It addressed five questions concerning usability, motivation, collaboration, vocabulary learning and mobile-
based vocabulary instruction (MBVI) versus traditional vocabulary instruction (TVI). The findings revealed that vocabulary
m-applications is of great usefulness to vocabulary instruction and learning in general. The teachers considered
m-applications simple and usable and preferred MBVI to TVI because of its capabilities and acceptance among students. To
effectively use vocabulary m-applications, students should be well trained and classrooms should be more mobile-oriented.
Also, teachers must be technically and pedagogically competent.

Keywords: Mobile applications, MALL, vocabulary learning, motivation, collaboration, mobile-based vocabulary instruction.

* ADDRESS FOR CORRESPONDENCE: Khalid Yahya Al-Johali, Curriculum and Instruction, Umm Al-Qura University, Mecca 21955,
Saudi Arabia. E-mail address: [email protected] / Tel: +9662 5562525
Al-Johali, K. Y. (2019). Using mobile applications to teach vocabulary: Saudi EFL teachers’ perceptions. Global Journal of Foreign Language
Teaching. 9(1), 051-068.

1. Introduction

By the beginning of the third millennium (2000s), mobile phones began to intrude our lives and got
developed acceleratingly until getting to the era of smartphones. Nowadays, it is almost impossible to
see a person without a smartphone in his hands gazing at it motionlessly. Smartphones developed as
small mobile computers. Many people are getting to depend increasingly on their smartphones to do
many things such as communication, working and learning. Smartphones are a developing technology
that can provide plenty of services and emerging applications for users. There are basic services such
as dialling and SMS, and innovative services such as learning applications that can be found and
installed online from the market like Google Play and Apple Store. In addition, one can use smart
mobiles to edit, store, send, share, play media files, access the web and even to learn.
Using mobiles in education is increasing in order to facilitate learning and provide teachers with
more choices for innovative instruction. In language instruction, many creative teaching ideas were
developed based on mobiles and mobile-assisted methods of teaching and learning to help making
language learning more enjoyable and efficient. A new sub-field in computer-assisted language
learning (CALL) evolved that focus on using mobiles in language instruction. This sub-field is called
‘Mobile-assisted language learning (MALL)’. MALL research studies brought us with many promising
findings that indicate that mobiles can be well exploited in class and non-class language instruction
(Kassem, 2018, p. 256; Linskens, 2015, p. 116; Shahbaz & Khan, 2017; Uz Bilgin & Tokel, 2018).
Since the importance of vocabulary is proved by many studies such as Abbasi & Hashemi (2013);
Cain & Oakhill (2014); and Khan, Radzuan, Shahbaz, Ibrahim and Mustafa (2018b), its teaching is very
fundamental for language learning. However, the status of teaching English in Saudi Arabia is very
disappointing. Mobile technology can provide many possibilities to enhance EFL learning. Vocabulary
learning has been the core of many MALL programs. Nowadays, smartphones, especially web-
accessible ones, can provide rich online multimedia-mediated means for vocabulary learning and
instruction.
By entering the 21st century, mobile phones began to spread all over the world even in poor
countries. This spread inspired many educators and led them to research the potential uses of mobiles
in education. Teaching languages is not far from this technological revolution. Many studies examined
the efficacy of using mobile-based teaching methods on learning English. This study is concerned with
mobiles and their effects on learning English vocabulary.

2. Problem statement

Mobile phones attracted the researcher because of their increasing use and popularity in
education. He thought that for teenage intermediate graders, it is easier and more enthusiastic to use
their mobiles to learn vocabulary than desktop or laptop computers. On the other hand, the
researcher selected vocabulary to explore because vocabulary is evidently very important for language
acquisition and learning. He emphasises that vocabulary plays a central role in the whole show of
language education.
Therefore, the research problem can be formed as follows:
How do EFL teachers in Sabia view vocabulary m-applications?

2.1. Study questions

This paper wishes to find definite answers to these questions:

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Al-Johali, K. Y. (2019). Using mobile applications to teach vocabulary: Saudi EFL teachers’ perceptions. Global Journal of Foreign Language
Teaching. 9(1), 051-068.

1. How do teachers perceive m-applications in terms of usability and simplicity in the field of
vocabulary instruction?
2. What are the teachers’ perceptions regarding the capability of m-applications to motivate students
to learn English vocabulary?
3. Can m-applications enhance collaborative vocabulary learning?
4. What is the expected effect of using m-applications on students’ vocabulary learning?
5. Is mobile-based vocabulary instruction (MBVI) more effective than traditional vocabulary
instruction (TVI)?

2.2. Study objectives

This study aimed at accomplishing these objectives:

1. Examining the potential impact of using mobile applications on learning and teaching English
vocabulary to Saudi EFL learners.
2. Investigating EFL teachers' perspectives towards MBVI.
3. Suggesting ideas to make vocabulary learning environment more interesting, enjoyable and
motivating.
4. Exploring new dimensions of using m-applications in vocabulary instruction and suggesting
implications to modernise it.
5. Helping English learners to get rid of their fears of foreign language learning.
6. Highlighting the competency of using vocabulary m-applications to be incorporated in Saudi EFL
teachers education.

2.3. Study significance

This study may be significant for:

1. Language Teachers: It could help language teachers in using mobile applications to teach English
vocabulary. It might shift their eyes to the potentials of m-applications.
2. Language Learners: It may encourage and motivate students to learn vocabulary more easily and
enjoyably through m-applications.
3. Educators and Supervisors: It could stimulate educators' and supervisors' interests in designing
training courses for language teachers to develop their skills in using m-applications educationally.
4. Syllabus Designers: It might highlight the potential and practicality of m-applications in language
learning to prompt them to take m-applications into consideration when they design language
syllabuses.

3. Definitions of terms

M-Application: Mobile applications—the applications that concentrate on English vocabulary. In this

paper, they are mainly Google Translator, WordWeb and Verbace. They can be installed from
Google Play and Apple Store, except Verbace which can be installed from its official website:
www.verbace.com.
Vocabulary: The body of words used in a language or specific words used in a particular occasion or
field (Harmer, 2015, p. 258).
Usability: The degree to which something is able or fit to be used (Oxford Dictionaries, 2018).
Motivation: The psychological feature that arouses an organism to action towards a desired goal
which gives purpose and direction to behaviour (Oxford Online Dictionaries, 2018).

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Al-Johali, K. Y. (2019). Using mobile applications to teach vocabulary: Saudi EFL teachers’ perceptions. Global Journal of Foreign Language
Teaching. 9(1), 051-068.

Collaboration: Working together to do a task. It involves sharing ideas, exchanging information and
working in groups, whereas cooperation involves dividing the work on a group members and working
on each part specifically and independently (Hadjerrouit, 2012, p. 47).
MBVI: Mobile-Based Vocabulary Instruction, which depends on using the board and involves mimicry,
repetition and memorisation of words.
TVI: Traditional Vocabulary Instruction (Grammar-translation/audiolingual paper-based methods).
MALL: Mobile-Assisted Language Learning.

3.1. Limitations

This study was executed in Sabia Governorate in Jazan Province and sought to explore the
perceptions of male EFL teachers. So, its results might not apply to all EFL teachers all over Saudi
Arabia due to area limits, sample limits, exclusion of female EFL teachers and the largeness of
population.

3.2. Literature review

3.2.1. What is vocabulary?

Vocabulary can be simply defined as ‘All the words that exist in a particular language or subject‘
(Cambridge Dictionaries, 2018). It is the body of words used in a language or specific words used in a
particular occasion or field (Harmer, 2015, p. 258).

3.2.2. Importance of vocabulary

Vocabulary is central to English language teaching because without sufficient vocabulary, students
cannot understand others or express their own ideas. Zhang (2015, p. 4) agreed that very little can be
conveyed without grammar, but with the absence of vocabulary nothing can be conveyed, going with
Wilkins (1972, p. 111). He approved McCarthy’s notice (1990, p. 265) stated that neither grammar nor
sounds matter, vocabulary is what matters (Zhang, 2015, p. 4). Words are, can say, the bricks of
language whose lack can harden or prevent the constructing of the target language. The following
figure illustrates the significance of vocabulary to language skills:

The central role of vocabulary (Designed by the researcher)

Vocabulary is the necessary words to be known for effective communication. Rich vocabulary is like
a tunnel to convey the meaning of a speech or a written text. In other vision, it is like the colour tubes
of a drawer who cannot draw without them. Linguistic abilities cannot be promoted without enlarging
vocabulary repertoire. The early acquisition of vocabulary is a crucial start of students' journey in EFL
learning. Vocabulary can ease communication, comprehension, fluency and achievement. In addition,
if the vocabulary store is larger, the performance in language skills will be better. By reviewing the
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Al-Johali, K. Y. (2019). Using mobile applications to teach vocabulary: Saudi EFL teachers’ perceptions. Global Journal of Foreign Language
Teaching. 9(1), 051-068.

literature, there is a necessity for students to have a considerable repertoire of both receptive and
productive vocabulary (Zhang, 2015, p. 4). The importance of vocabulary was further discussed in
many studies such as Johnson (2016); Khan et al. (2018b); Sidek & Rahim (2015); and Zhang (2015).

3.2.3. Vocabulary instruction

Though significant, teaching vocabulary is considered to have been a neglected area before the
1980s. Reviewing the literature in the field of language teaching and learning during the 1970s, few
studies were found that handled vocabulary teaching and learning. However, this status has changed
and more attention has been given to vocabulary teaching and learning in recent years. By the
evolvement of the communicative approach, vocabulary started to have the emphasis that it
deserves. Vocabulary items were taught indirectly by just presenting new words as they appeared in
lessons. It is assumed that vocabulary will grow automatically as a result of practicing of other
language skills. Nowadays, vocabulary teaching is a crucial part of any EFL syllabus and should be done
in a regular and well-planned way. Some language educators emphasise that vocabulary should be at
the centre of language teaching. (Albousaif, 2011, p. 38; Alenezi, 2014; Alghamdi, 2013, p. 46; Nisbet
& Austin, 2013, p. 2)
Wu (2015, p. 170) followed Nation (2001) in categorising the strategies of vocabulary acquisition
into two types: 1. Incidental vocabulary learning. 2. Intentional vocabulary learning.
3.2.3.1. Principles of effective vocabulary instruction
MacVane (2014, p. 83) reviewed the literature and concluded that vocabulary instruction should
include the following in order to be effective: 1. Careful selection of target words. 2. Providing
multiple exposures to words. 3. Extended instruction. 4. Development of word consciousness. Alenezi
(2014, p. 27) on her part did the same and came up with these implications for teachers: 1. Provide a
vocabulary-rich environment. 2. Engage children in vocabulary meanings. 3. Plan and present
vocabulary instruction effectively. 4. Consider explicit explanation of vocabulary. 5. Enhance
vocabulary instruction with technology. 6. Monitor the students' progress. Furthermore, vocabulary
learning depends on repeating, re-cycling and re-presenting of words by the teacher, as well as re-
noticing of them by students (Abbasi & Hashemi, 2013, p. 546).
3.2.3.2. Vocabulary instruction in Saudi Arabia
The status of vocabulary instruction in Saudi Arabia do not differ from the whole disappointing
status of EFL teaching and learning; hence, vocabulary is a prominent part of any language. Many
problems happen regarding English vocabulary such as misuses, wrong pronunciation, confusing
words, learning-resistant words and so on. In addition, some EFL learners think that by only
memorising much vocabulary can make them acquire the language, but words cannot be taught in
isolation from their contexts which may lead to many misuses. Vocabulary items are still taught in the
traditional way by presenting them according to the lesson and making students repeat them until
memorisation is achieved (Albousaif, 2011, pp. 12–33; Alghamdi, 2013, p. 62; Alzahrani, 2015).
Although the overall view of EFL vocabulary learning and instruction in Saudi Arabia gives a bad
impression, there is some light at the end of the dark tunnel. Ash-Shamrani (2013) found positive
perceptions among language supervisors and teachers concerning using smartphones to teach English.
They believe that mobiles can make a desired change in English classrooms if teachers are trained well
on how to utilise mobiles to enhance their students' learning. Similarly, Navariz (2015) emphasised the
acceptance of teachers to use mobiles with a unique population.

3.3. Mobile-assisted language learning

MALL is language learning that is assisted or enhanced through the use of a handheld mobile
device. MALL is a sub-branch of both Mobile Learning (m-learning) and CALL. MALL has evolved to
support students' language learning with the increasing use and constant development of mobile
technologies all over the world such as mobile phones (cellphones), MP3 and MP4 players, PDAs and
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Al-Johali, K. Y. (2019). Using mobile applications to teach vocabulary: Saudi EFL teachers’ perceptions. Global Journal of Foreign Language
Teaching. 9(1), 051-068.

smartphones such as iPhone, iPad and Samsung Galaxy series. With MALL, students are able to access
language learning materials and to communicate with their teachers and peers at anytime, anywhere.
MALL has it origins back to 1980s and 1990s that witnessed attempts to use telephones for distant
learning. By 2000s, MALL began to be shaped and has its position in language learning research. By the
appearance of iPhone in 2009, a revolution has happened in the use of mobiles as a small laptop.
Mobile learning is innovative and promising in the field of language learning and teaching (Basal,
Yilmaz, Tanriverdi & Sari, 2016; Linskens, 2015, p. 40; Shahbaz & Khan, 2017; Wu, 2015, p. 171).
The usefulness of mobiles in language classrooms is proved by many studies. The utilisation of
mobiles in language learning and instruction is prospering nowadays because of its invaluable
advantages that offer several applications that become well-known in language learning. Mobile
devices are useful in language due to five proprieties (Navariz, 2015, p. 22): portability, social
interactivity, context sensitivity, connectivity and individuality. The most notable benefit of mobiles is
their potential to elevate students' motivation and engagement and enhance collaboration and
communication. However, effective mobile-assisted learning should be based on grounded
pedagogical principles. It has to be implemented considering the learner, the content, the context and
the delivery mechanism (Ebadi & Bashiri, 2018; Wu & Huang, 2017).
Although MALL is prospective but there are hardships that may negatively affect the practices of
MALL. These hardships include time constraints, lack of technical knowledge and accessibility (Wu,
2015, p. 178). In addition, Yang (2013, p. 23) argued that the use of MALL might be challenging to
convey the prevailing trends of MALL. The application of MALL depends heavily on having general
consensus from language teachers and learners, and an effective pedagogical framework.

3.3.1. Mobile-based vocabulary instruction

Smartphones with their capabilities can play a vital role in facilitating vocabulary instruction and
learning. By the spreading of the Wi-Fi Internet almost at most homes in Saudi Arabia, students can
access Internet easily from their mobile phones. The Google Play and Apple Store are full of many
English language learning applications even from most authentic language educators such as
Cambridge and Oxford. Among these applications, there are many vocabulary applications that can be
used in language classrooms and outside classrooms. Through networked smartphones, language
teachers can carry the students to the world of the Internet fruitfully. Furthermore, students can
access unlimited online resources of vocabulary knowledge such as online dictionaries, corpuses and
vocabulary websites. Through the Internet, language teachers can present all knowledge about words.
Also, teachers can use corpuses to explain different contextual meanings of words. Many vocabulary
games are scattered throughout the mobile markets that can help students to learn vocabulary
enjoyably and motivationally. Moreover, the mobile Internet devices can offer the advantage of
presenting new English words that are not available in printed dictionaries. The effectiveness of using
smart mobile phones was evident in many studies such as Nisbet & Austin (2013, p. 1) and Wu (2015,
p. 171). The reviewed literature illustrated that mobiles can grow positive perspectives among
students towards doing mobile-assisted vocabulary exercises. It can contribute to students' success in
language exams and level up their learning motivation (Abbasi & Hashemi, 2013, p. 546; Basal et al.,
2016; Jati, 2018; Mahdi, 2018; Suwantarathip & Orawiwatnakul, 2015, p. 169).

3.3.2. Mobile-based vocabulary applications

Applications (Abbreviated Apps) that contain dictionaries, thesauruses, translators, whiteboards,
interactive quizzes, flashcards and books are just a few of plenty of applications that can enhance
vocabulary learning. For an EFL student, having tools readily available at any time to help him learn a
new language, words and culture is of great importance. It is like having a library and a private tutor in
a hand (Basal et al., 2016, p. 55; Ebadi & Bashiri 2018; Kassem, 2018; Khodarahmi & Heidari-Shahreza,
2018; Kim, 2018; Nisbet & Austin, 2013, p. 1).

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Al-Johali, K. Y. (2019). Using mobile applications to teach vocabulary: Saudi EFL teachers’ perceptions. Global Journal of Foreign Language
Teaching. 9(1), 051-068.

3.3.2.1. Criteria of good mobile-based vocabulary applications

Mobile-based vocabulary application should provide language learners with a comprehensive and
well-balanced vocabulary learning program. According to Graves (2009), a mobile-based vocabulary
application is considered effective if it consists of four major components: 1. Teaching individual
words. 2. Teaching word-learning strategies. 3. Providing rich and varied language experiences. 4.
Fostering word consciousness (Nisbet & Austin, 2013, p. 2).
Navariz (2015, p. 41) added two factors that teachers should bear in mind when selecting a mobile
application for their instruction. They are 1. Ease of use. 2. Perceived usefulness.
3.3.2.2. Examples of mobile-based vocabulary applications
Below is a compilation of some language learning applications that can be of high utility for
vocabulary teaching and learning. They include options from both Android and IOS-based mobile
systems. All applications can be downloaded quickly and easily through popular online stores such as
Apple Store or Google Play and Samsung Store for Androids (Cruz, 2012, p. 31; Kassem, 2018, p. 252–
253; Nisbet & Austin, 2013, p. 3; Yang, 2013, p. 20-22).
1. Dictionary applications
It is no longer necessary for ESL teachers and students to carry large, heavy dictionaries,
thesauruses or other reference books because the stores of mobile applications present numerous
alternatives. Two popular apps which can replace many reference books are Dictionary.com and The
Free Dictionary.
Dictionary.com application offers 2 million definitions, as well as a thesaurus for identifying
synonyms and antonyms. It provides sample sentences, audio pronunciation and a voice search
option. This can greatly help students know the spelling, meaning and pronunciation of a word.
The Free Dictionary is one of the most comprehensive dictionary applications. It contains not only a
dictionary and thesaurus but also has acronyms, abbreviations, idioms, an encyclopedia and a
literature reference library. Moreover, users can create a customised homepage that provides games,
a language forum, word of the day, spelling bees, word games and much more (Aslan, 2016; Kassem,
2018, p. 253; Nisbet & Austin, 2013, p. 3–4).
2. Translation applications
There are several translation m-applications in the market, with varying capabilities. Teachers and
students need only to explore the available choices to find the translation application that fit their
students' needs. They can be useful for students who have limited English proficiency and need to
quickly find an English word to communicate with a native person. Single words or complete
sentences can be translated with few touches. Two popular translation applications are Google
Translate and Translator with Speech (Nisbet & Austin, 2013, p. 4).
3. English launchpad applications
It is a multipurpose with numerous capabilities. It can host activities. It contains over 700 flashcards
with pictures in 20 categories covering topics such as the alphabet, anatomy, animals, appliances,
food and drink, fruits, household words and many other useful topics. There are also flashcards for 51
irregular verbs. The flashcards can be used for enrichment, instruction or differentiated learning when
studying vocabulary. There are additional tools such as a whiteboard, quiz generator, and an
electronic file for storing and sending lesson plans. The flashcard system can be a useful tool as
students learn new vocabulary words, and the quiz generator can be used to measure progress
(Nisbet & Austin, 2013, p. 4).
4. Clear speech application
It is based on the Cambridge University Press series by the same name, written by Judy Gilbert. It
can help students learn pronunciation of learned vocabulary. As students train their ears on hearing
significant differences regarding different vocabulary aspects such as word and syllable stress,

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Al-Johali, K. Y. (2019). Using mobile applications to teach vocabulary: Saudi EFL teachers’ perceptions. Global Journal of Foreign Language
Teaching. 9(1), 051-068.

intonation and word endings. It can assist students to build their vocabulary repertoire by acquiring
new words through everyday listening activities (Nisbet & Austin, 2013, p. 4).
5. Idioms applications
It is designed to introduce students to the top 100 most frequently-used idioms and idioms used in
conversation topics about animals, business, clothes and colours, food, legalities and negotiations.
Students can learn by taking self-administered quizzes covering topics of their choice. There is also a
handy alphabetical listing of common idioms for easy reference. This is engaging, funny and popular
(Nisbet & Austin, 2013, p. 5).
6. iTooch TOEFL prep application
It is designed to help students preparing for TOEFL. It contains the largest repository of TOEFL
questions based on US National Standards. The application has 50 chapters that offer lessons,
examples and figures. There are over 1,500 questions with explanations, 135 images and visuals and
278 spoken sound files. Questions address listening, speaking, reading and writing. It is useful in
fostering vocabulary growth because students face new words as they read questions and take part in
the offered learning activities. It is a comprehensive tool that can be used by students for independent
preparation for the exam (Nisbet & Austin, 2013, p. 5).
7. Learn American English-free word power application
It is a comprehensive study program designed to engage students in learning vocabulary and
speaking English correctly. The free version helps students master 100 of the most commonly used
words in English in an easy-to-use format. Student can view words, hear native pronunciation and
record his own voice in order to compare his pronunciation with the native one. Students can take a
quiz after learning the words to trace their progress and create an audio word bank for reference and
review (Nisbet & Austin, 2013, p. 5).
8. Mobile videos application
YouTube is full of many vocabulary learning videos that can be easily accessed through mobiles.
Moreover, teacher-made videos are recommended (Alenezi, 2014, p. 24; Cruz, 2012, p. 31; Hsu,
Hwang, Chang & Chang, 2013, p. 404).
9. Text messaging applications
Study TXT is an example of this kind of vocabulary m-applications. It allows students to access to
basic concepts of a course. Its database contains 101 messages of both vocabulary and conceptual
knowledge divided into 22 modules (Cruz, 2012, p. 33; Yang, 2013, p. 20).
SMS and Text-messaging based programs like WhatsApp were found suitable for vocabulary and
language learning (Abbasi & Hashemi, 2013, p. 542; Wu, 2015, p. 171).
10. M-games applications
There are many vocabulary games existed in the applications markets. The language teachers
should select a game that fits their students abilities and level to ensure that it will gain acceptance
among students in order be effective. Here are some exemplary games. Ball Toss game can help
students identify ending sounds. Basketball game teaches students to practice listening for syllables.
Push the Blob teaches stress patterns. Stop or Flow game teaches word sounds (Alenezi, 2014, p. 24;
Kassem, 2018, p. 253; Nisbet & Austin, 2013, p. 5; Wu & Huang, 2017, p. 267).
11. Microblogging
Microblogging or Mobile blogging is a new form of blogging and primarily represents Mobile 2.0
technologies. A microblog is a weblog restricted to 140 characters per post and equipped with social
networking facilities (Yang, 2013, p. 21).

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Al-Johali, K. Y. (2019). Using mobile applications to teach vocabulary: Saudi EFL teachers’ perceptions. Global Journal of Foreign Language
Teaching. 9(1), 051-068.

4. Methodology

This is a descriptive surveying study that was conducted to survey the EFL teachers’ perspectives
about using m-applications to teach vocabulary to intermediate graders.

4.1. Setting and context

This paper was carried out in Sabia county, Jazan Province during the academic year 2018. The use
of mobiles spread among almost all people in the society, especially the youth and youngsters. The
new generation of students become more digitally familiar with all kinds of mobiles in general and
smartphones in particular. Devices like Apple’s iPhone, iPad and Samsung’s Galaxy phones, tabs are
increasingly seen in hands of most people including the unexpected ones like elders or less educated
people. Due to that, the EFL students in the intermediate schools in Sabia are approximately ready to
use mobiles for educational uses.

4.2. Population and subjects

The research population was all male EFL teachers who were teaching in the governmental schools
of Sabia Directorate of Education in the academic year 2018 A.D. They are approximately 200
teachers. Most of them are young according to the researcher’s own experience.
The sample was selected purposively. It consisted of 113 EFL teachers. These teachers are members
of a WhatsApp group of EFL teachers who have smart mobiles and are familiar with their ESL/EFL m-
applications.

4.3. Instruments

The researcher preferred to use a closed-answer questionnaire for EFL teachers as his only tool to
collect data. He designed it in light of Blasco (2016); Brooke (1996); Ebadi & Bashiri (2018); El Boukhari
(2015); Lund (2001) and Perez-Paredes, Ordonana Guillamon and Aguado Jimenez (2018).
The questionnaire covered the five questions of this paper. It was divided into five categories of five
statements. Generally, it consisted of 25 items with five choices, strongly agree, agree, not sure,
disagree and strongly disagree. Each category had five statements to survey EFL teachers perspectives
about ‘Using M-Applications in Teaching English Vocabulary‘ in terms of usability, motivation
enhancement, collaboration development, vocabulary learning and MBVI compared to TVI.
For statistical analysis, the researcher devoted 4 marks for strongly agree, 3 for agree, 2 for not
sure, 1 for disagree and 0 for strongly disagree. Thus, each category could be corrected out of 20
marks and 100 marks in total to answer the research questions. Therefore, the higher the score, the
greater the influence of the vocabulary m-applications.
To check the reliability of the questionnaire, the researcher used the split-half method. Its reliability
coefficient scored 0.821 > 0.70 according to Spearman-Brown formula, which indicated a high degree
of reliability.
To assure the validity of the questionnaire, face validity was executed in a narrow way. It was
validated and approved by the researcher’s professor. Moreover, self-validity was calculated and
found it to be 0.906, which is high validity.

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Al-Johali, K. Y. (2019). Using mobile applications to teach vocabulary: Saudi EFL teachers’ perceptions. Global Journal of Foreign Language
Teaching. 9(1), 051-068.

4.4. Procedures

– After deciding the topic of the paper, the researcher began designing a 25-item questionnaire to
language teachers.
– After taking his professor’s approval, he converted it to an electronic questionnaire using Google
Forms, besides keeping the paper copy to be used alternatively.
– The questionnaire was distributed online via WhatsApp messenger to a WhatsApp group of EFL
teachers in Sabia County.
– 113 teachers managed to answer the questionnaire out of nearly 200.
– Replies to the questionnaire were collected periodically and analysed later on.

4.5. Data analysis

The researcher used SPSS and Microsoft Excel to analyse the collected data statistically. He
calculated the mean and standard deviation of each item of the questionnaire. To do that, he turned
the responses to questionnaire items into numbers, as previously stated, to be analysed statistically.
In addition, he applied a one sample T-test to check statistically if there is a significant difference
between each item’s mean and standard population mean (SM = 2) and find statistical answers to
research questions.
The researcher also used Spearman-Brown formula to find the reliability coefficient to check the
reliability of the questionnaire following the split-half method. The reliability coefficient is considered
high if it is above 0.70. Moreover, self-validity coefficient was calculated by square rooting the
reliability coefficient.

5. Results

The researcher used SPSS and MS Excel to analyse the results statistically. Lets' now sail into these
arising results and discover what indications did they reveal.
Table 1. The statistical analysis of questionnaire’s items
N = 113 Statistics One-sample T-test Teachers’
Standard Mean = 2 Perspectives
Item No. Mean Std. Std. Error t df Sig. Mean
Deviation Mean (2-tailed) Difference
Category 1: Mobile Applications Usability
1 3.465 0.667 0.102 14.399 42 0.000 1.465 Positive
2 2.884 0.851 0.130 6.809 42 0.000 0.884 Positive
3 3.186 0.732 0.112 10.623 42 0.000 1.186 Positive
4 3.535 0.505 0.077 19.943 42 0.000 1.535 Positive
5 3.256 0.727 0.111 11.330 42 0.000 1.256 Positive
Total 3.266 0.6964 0.1064 12.6208 42 0.000 1.2652 Positive
Category 2: Mobile Applications and Motivation
6 3.489 0.551 0.084 17.718 42 0.000 1.488 Positive
7 2.721 1.054 0.161 4.486 42 0.000 0.721 Positive
8 3.233 0.718 0.110 11.251 42 0.000 1.233 Positive
9 2.791 0.914 0.139 5.670 42 0.000 0.791 Positive
10 3.721 0.454 0.069 24.865 42 0.000 1.721 Positive
Total 3.191 0.7382 0.1126 12.798 42 0.000 1.1908 Positive
Category 3: Mobile Applications and Collaboration
11 3.140 0.675 0.103 11.063 42 0.000 1.140 Positive
12 3.349 0.650 0.099 13.599 42 0.000 1.349 Positive
13 3.116 0.793 0.121 9.229 42 0.000 1.116 Positive
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Al-Johali, K. Y. (2019). Using mobile applications to teach vocabulary: Saudi EFL teachers’ perceptions. Global Journal of Foreign Language
Teaching. 9(1), 051-068.

14 2.977 0.801 0.122 7.992 42 0.000 0.977 Positive

15 3.395 0.495 0.075 18.495 42 0.000 1.395 Positive
Total 3.195 0.6828 0.104 12.0756 42 0.000 1.1954 Positive
Category 4: Mobile-based Vocabulary Learning
16 3.442 0.502 0.077 18.816 42 0.000 1.442 Positive
17 3.349 0.482 0.077 18.341 42 0.000 1.349 Positive
18 3.465 0.505 0.077 19.036 42 0.000 1.465 Positive
19 3.163 0.754 0.115 10.116 42 0.000 1.163 Positive
20 3.093 0.781 0.119 9.176 42 0.000 1.093 Positive
Total 3.302 0.6048 0.093 15.097 42 0.000 1.3024 Positive
Category 5: MBVI versus TVI
21 2.791 0.861 0.131 6.024 42 0.000 0.791 Positive
22 3.674 0.474 0.072 23.158 42 0.000 1.674 Positive
23 3.651 0.482 0.074 22.452 42 0.000 1.651 Positive
24 2.977 0.801 0.122 7.992 42 0.000 0.977 Positive
25 3.116 0.697 0.106 10.498 42 0.000 1.116 Positive
Total 3.242 0.663 0.101 14.0248 42 0.000 1.2418 Positive
Gross 3.239 0.67704 0.1034 13.32324 42 0.000 1.23912 Positive

From Table 1, we observe that the values of all means of the questionnaire items are above
standard population mean (SM = 2). Item 10 scored the maximum mean (3.721 out of 4), whereas
item 7 scored the minimum mean (2.721), as shown in Figure 1. Therefore, the researcher assumes
that most teachers agreed on each item in various degrees. These values indicate positive
perspectives of teachers about vocabulary m-applications.
To examine the significance of each item’s mean, the researcher conducted a one sample T-test at
the significance level α = 0.01, as shown in Table 1. This test aims at measuring how far up or down
each item’s mean is from SM = 2. He chose 2 because it is the mediating value of values 0–4. SM = 2
indicates a neutral perspective neither positive nor negative. The significance values of all items were
found to be significant since they are bigger than α = 0.01. In other words, the difference between
each item’s mean and SM = 2 is significant. So, teachers' perspectives about each item were proved to
be positive.

0
i-1 i-2 i-3 i-4 i-5 i-6 i-7 i-8 i-9 i-10 i-11 i-12 i-13 i-14 i-15 i-16 i-17 i-18 i-19 i-20 i-21 i-22 i-23 i-24 i-25
Figure 1. Means of questionnaire items

To analyse each category statistically, the researcher calculated the average mean and standard
deviation of each category. Table 1 reveals that the average mean of each categories is higher than
standard population mean (SM = 2). This clearly indicates almost a full consensus among teachers on
the usability of m-applications and their role in promoting students' motivation, collaboration,
vocabulary learning, and finally, teachers' preference of MBVI to TVI as illustrated in Figure 2.
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Al-Johali, K. Y. (2019). Using mobile applications to teach vocabulary: Saudi EFL teachers’ perceptions. Global Journal of Foreign Language
Teaching. 9(1), 051-068.

4
3,26 3,19 3,2 3,3 3,24
3

0
Usabilty Motivation Collaboration Vocabulary MBVI vs. TVI
Learning
Figure 2. Means of the questionnaire categories

To verify the significance of the categories' means, the researcher applied a one sample T-test, as
shown in Table 1. All means differences are found to be significant since their significance values are
all 0.000 < α = 0.01.
Then, the researcher marked the questionnaire items again out of 20 and calculated their total
mean to examine the total perspective of teachers about MBVI. In addition, to examine the
significance of the total mean, the researcher conducted a one-sample T-test. The significance value is
0.000 < α = 0.01. All results were shown in Table 1.

6. Discussion

After illustrating the whole results fully above, let us discuss what was found and relate it to the
literature in this section. The researcher discusses the results in light of the research questions.
Q1: How do teachers perceive m-applications in terms of usability and simplicity in the field of
vocabulary instruction?
The results of Category 1 in Table 1 reveal that the teachers view vocabulary m-applications as
simple and easy-to-use. They perceived them as a helpful teaching/learning tool whether inside or
outside the classroom. This result has a strong support from previous studies like Basal et al. (2016);
Elaish, Ghani, Shuib and Al-Haiqi (2017); Gurkan (2018); Kassem (2018); Khan, Radzuan, Shahbaz and
Ibrahim (2018a) and Perez-Paredes et al. (2018).
From this finding, it can be interpreted that the most vocabulary applications are designed to help
all language learners of various levels of proficiency in a simple and usable way. However, simplicity
and usability may differ from one m-application to another. Anyway, the researcher emphasises the
teachers’ role in introducing vocabulary m-applications to their students and training them on how to
use these m-applications.
Q2: What are the teachers’ perceptions regarding the capability of m-applications to motivate
students to learn English vocabulary?
If we look at category 2's results in Table 1, the researcher can strongly assume that m-applications
are an effective tool in enhancing students’ motivation to learn vocabulary and English in general.
Same findings can be read in many studies such as Elaish et al. (2017); Goz & Ozcan (2017); Linskens
(2015) and Wu (2015).
In fact, mobiles proved to be motivating due to its novelty and modernity that arouse curiosity to
discover and use them. Curiosity, in turn, makes students more motivated and committed to complete
the given vocabulary activities. M-applications may solve motivation problems among Saudi students.

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Al-Johali, K. Y. (2019). Using mobile applications to teach vocabulary: Saudi EFL teachers’ perceptions. Global Journal of Foreign Language
Teaching. 9(1), 051-068.

Q3: Can m-applications enhance collaborative vocabulary learning?

In light of category 3 results, we find a significant evidence of the usefulness of m-applications in
providing a good environment for collaborative vocabulary learning. Information about vocabulary can
be exchanged between students through many social media m-applications, especially Whatsup.
Evidences can be observed in studies like Linskens (2015); Navariz (2015) and Wu (2015). Students can
have peer feedback and collaborate in groups to accomplish the assigned tasks. In fact, the students
who are learning through technology tend to be collaborative. Working with a new technology like
mobiles makes students seek technical assistance from their peers more than their teacher. It begins
as a technical assistance and can develop to be an assistance to learn language and answer activities.
This means that collaboration through mobiles developed gradually from simple to more complex,
effective collaboration.
Q4: What is the effect of using m-applications on students' vocabulary learning?
The results of category 4 in Tables 1 indicate clearly that m-applications can contribute effectively
to improving vocabulary learning. Besides, they seemed to be efficient teaching tools that language
teachers can exploit in various ways to enhance vocabulary and language learning and give students
the opportunity to learn outside the classroom. The effectiveness of using mobiles to teach language
is proved in many studies such as Ebadi & Bashiri (2018); Gurkan (2018); Mahdi (2018); Rajayi,
Poorahmadi and Poorahmadi (2018); Shahbaz & Khan (2017).
The researcher justifies that mobiles can work as a platform to link students with various authentic
vocabulary m-applications that can enlarge their vocabulary knowledge. Apple Store and Google Play
have plenty of various good vocabulary m-applications that can be of great usefulness.
Q5: Is mobile-based vocabulary instruction (MBVI) more effective than traditional vocabulary
instruction (TVI)?
As clarified in Table 1, the results of category 5, that contains a comparison between MBVI and TVI,
indicate strongly that the teachers preferred to use m-application in their teaching of vocabulary. This
finding has implicit evidence in Aslan (2016), Basal et al. (2016), Celik (2018), Mahdi (2018) and Uz
Bilgin & Tokel (2018).
This is because of the multiple facilities and experiences that mobiles can offer to a language
learner. Boredom is the prevailing hindrance in traditional teaching. On the one hand, students are
eager to try something new like m-applications that can break such a stagnancy in language
instruction and on the other hand, teachers can modernise the language teaching methods that
seemed to be unsuccessful.

7. Conclusion

This paper aimed at surveying Saudi EFL teachers' perspectives about the use of m-applications in
teaching English vocabulary to intermediate graders. Its final outcome indicates clearly that mobiles
can contribute to the process of vocabulary learning and instruction effectively. The findings revealed
that the teachers thought that m-applications are simple, usable and advantageous. They can enhance
students' motivation and collaboration to learn vocabulary. They considered m-application as an
effective tool to teach and learn vocabulary. Moreover, they liked the mobile-based way of vocabulary
instruction and preferred it to traditional methods. Since network technologies are spreading
increasingly in Saudi Arabia, the use of vocabulary m-applications is reasonable and will be helpful. In
addition, students can find it easy to access an m-application anytime and anywhere. In the long run,
vocabulary m-applications can help teachers to produce more autonomous language learners that can
take care of their learning.
Actually, vocabulary m-applications may be an interesting possible solution to the demotivated
Saudi EFL students, which is widely noticed by language teachers. These m-applications can be of
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Al-Johali, K. Y. (2019). Using mobile applications to teach vocabulary: Saudi EFL teachers’ perceptions. Global Journal of Foreign Language
Teaching. 9(1), 051-068.

great benefit if they are well selected and well exploited technically and pedagogically in the
classroom and outside it. Teachers should consider the use of mobiles in their instruction and prepare
themselves for that in order to be a 21st-century language teacher.

7.1. Recommendations and instructional implications

After reviewing many related studies in the literature and relying on the findings, the researcher
came up with the below recommendations and implications that may help enhance mobile-assisted
vocabulary instruction and learning in Saudi schools (Kassem, 2018, p. 256; Khan et al., 2018a;
Linskens, 2015, p. 110–113; Mahdi, 2018; Navariz, 2015, p. 67; Rajayi et al., 2018, p. 27; Uz Bilgin &
Tokel, 2018, p. 20). He summarised them in the following points:
1. A vocabulary m-application should be selected in agreement between both teacher and students.
2. It should be easy to use and well-perceived by students.
3. Instruction should be based on good pedagogical framework.
4. Environment should be rich and oriented to MBVI.
5. Students should be trained on how to benefit from different vocabulary m-applications in the
market.
6. Above all, teacher should be technically-competent and know how to use such m-applications.
7. Teacher should support his students to use vocabulary m-applications and assign exercises based
on mobiles.
8. Teacher should encourage vocabulary self-learning via mobiles.
9. Regular teachers meetings and symposiums are needed to exchange ideas about MALL.
10. Teacher should allow students to use their mobiles in order to search for the pronunciation or
meaning of a new word.
11. Teacher should help students who lack technical knowledge.
12. Mobile learning can be used extracurricularly or within EFL curriculum.
13. Mobile-based instruction should be incorporated and activated in language curriculum.
14. Teacher should reinforce collaborative pairwork and group work through mobiles.
15. Teacher’s knowledge should be up to date.
16. Technically-competent teachers should contribute to MALL by designing m-applications of their
own.

7.2. Future studies

The findings of this humble paper cannot be generalised on all Saudi intermediate students due to
the smallness of its sample. So, the researcher may suggest more future studies on the effect of
vocabulary m-applications as follows:
1. A similar study should be conducted on girls to complete the whole vision.
2. The influence of m-applications on elementary and secondary students' vocabulary knowledge
should be explored.
3. A bigger sample size in different Saudi provinces is recommended.
4. Using vocabulary m-applications in a blended learning environment needs to be examined.
5. The impact of using m-applications to teach other language components and skills to Saudi EFL
learners needs to be investigated.

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Appendix
Teaching Vocabulary through Mobile Applications
N Item Statement 4 3 2 1 0
Mobile Applications Usability Strongly Agree Not Disagree Strongly
Agree Sure Disagree
1 I think vocabulary mobile applications are easy to
be used by my students.
2 I think vocabulary mobile applications are usable
and simple to be used in my teaching.
3 Learning vocabulary through mobiles will bring
more advantages than disadvantages to my
students.
4 Viewing, editing and reviewing will be easy when
my students work on mobiles.
5 Mobiles characteristics (such as portability,
accessibility, editing and multimedia) are relevant
for my students' vocabulary learning.
Mobile Applications and Motivation Strongly Agree Not Disagree Strongly
Agree Sure Disagree
6 My students will enjoy learning vocabulary via
mobile.
7 Mobiles can motivate my students into more active
and interactive vocabulary learning.
8 Mobiles can arouse my students' interest in
learning vocabulary.
9 Mobiles can encourage my students to participate
in vocabulary activities and contribute to group
work.
10 I think my students will like to continue using
mobiles to learn vocabulary next times.
Mobile Applications and Collaboration Strongly Agree Not Disagree Strongly
Agree Sure Disagree
11 Mobiles will drive my students to participate more
in vocabulary exercises.
12 My students will like learning vocabulary
collaboratively via mobiles.
13 Mobiles will enable my students to fully interact
with their group members.
14 Mobiles can make my students benefit a lot from
their group members.
15 Mobiles can facilitate my students' group work.
Mobile-based Vocabulary Learning Strongly Agree Not Disagree Strongly
Agree Sure Disagree
16 I think m-applications can help develop my
students' ability to learn vocabulary.
17 I think m-applications can enable my students to
work on vocabulary activities and send their
answers more easily.
18 I think m-applications can enrich my students'
vocabulary knowledge.
19 Learning vocabulary via m-applications will make

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Al-Johali, K. Y. (2019). Using mobile applications to teach vocabulary: Saudi EFL teachers’ perceptions. Global Journal of Foreign Language
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my students more careful about words, spellings

and meanings.
20 Using m-applications will help students to develop
the quality of words production.
Mobile-based Vocabulary Instruction (MBVI) versus Strongly Agree Not Disagree Strongly
Traditional Vocabulary Instruction (TVI) Agree Sure Disagree
21 I think MBVI is more effective than TVI.
22 MBVI can make English classes more interesting
than TVI.
23 MBVI can arouse my students' learning motivation
more than TVI.
24 MBVI can promote my students' vocabulary
learning more than TVI.
25 MBVI can make learning vocabulary easier than TVI
can make.

68