Students Perceptions of Mobile Apps: Learning Features Impacts on EFL Vocabulary Learning

Abstract

AbstractAlthough mobile apps have been used for many educational purposes, little is known about how effective these apps are in EFL (English as a Foreign Language) vocabulary learning. Students’ expectations on their usage of mobile apps are also lacking. To fill this gap, further improve the app development and teaching, this study centered on the effectiveness of mobile apps on EFL vocabulary learning from students’ perspectives. A total of 25 articles were collected from 3 selected databases—Web of Science, Eric, and Academic Search Complete. The findings were analyzed through content analysis. Also, an empirical study was conducted between 2 classes of the same grade and same average proficiency level of English in Tianjin No.21 high school. The participants were asked to take part in pretest and mid-term diagnostic test to specify their vocabulary level proficiency and words retentions. Questionnaire and selected interview were adopted to analyze students’ perceptions of mobile app--Bubei. The results provide a profile of using contexts of mobile applications for EFL vocabulary learning and the impacts of using mobile apps on EFL vocabulary learning outcomes. Mobile applications are mostly used in informal learning contexts and adopted in higher education for EFL vocabulary learning. The studies also identified 8 categories of impacts, including vocabulary acquisition and retention, administration for learning, pronunciation feature, usage frequency, learners’ perceptions and attitudes, motivation and interest, feedback and evaluation, and learning environments. Implications are discussed, and suggestions for future research are provided.KeywordsMobile appsEFLVocabulary learningStudents’ perceptionsImpactMobile learning