This study investigated the relationship between mobile learning and the use of apps to facilitate vocabulary learning in an EFL classroom. According to Sharples, Arnedillo-Sánchez, Milrad, & Vavoula (2009), Mobile learning is not only learning through a device, but may exploit the time outside of class, assuming the learner is mobile and using multiple forms of technology throughout the day. A questionnaire was administered to approximately 45 students, who were enrolled in the same class, but in different sections, upon the completion of a year-long course. The questionnaire investigated whether aspects of mobility learning were feasible for successful EFL vocabulary learning outcomes in a first-year university classroom. The theoretical framework utilized revolved around the theory of mobile learning, with special attention paid to the three aspects of mobility of technology, mobility of learner, and the mobility of learning (El-Hussein, & Cronje, 2010). Cronbach’s alpha was used to determine the reliability of the questionnaire and answers by the students. The results showed that students did feel that they had learned more words and that the use of the app was convenient and enjoyable. Finally, the use of apps and its considerations were discussed.
Andrew Enomoto (2021) studied this question.