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The technological revolution, particularly pertaining to smartphones, has revitalised the means by which educational methodologies were approached and implemented, most notably with respect to English language learning. This study explores the effectiveness of mobile applications in the improvement of English vocabulary acquisition among university students. The present study is about the perception and usage of mobile application patterns used in learning English vocabulary. It is based on a structured survey carried out on undergraduate students, of which the sample was selected from various disciplines at a private University. This paper outlines a survey on preferences for mobile apps against traditional methods of learning and finds out at what frequency, duration, and even perceived benefits of such tools in language learning. These indicate a strong preference for such apps to learn vocabulary, with overwhelming numbers of students in big schools, far and near, using these apps daily or at least weekly. The results put emphasis on the fact that mobile apps provide easy ways through which students can learn vocabulary flexibly and efficiently. The features of gamification and the required pronunciation help are most appreciated when built inside mobile applications. This shows that interactive elements with audio-visual effects are doing their work in learning engagement and effectiveness.
Zeynep Kayra (Sun,) studied this question.