The Attitudes of Saudi EFL Learners Toward Using English Language Learning Mobile Apps for Learning English
الكلمات المفتاحية:
English language learning apps, EFL students, Saudi students, attitudes, effectiveness, interest
الملخص
This study explored the attitudes of Saudi EFL (English as a Foreign Language) students toward the use of Mobile English Language Learning Applications (MELLAs) as a tool for improving their language skills. A quantitative research design was employed, utilizing a structured questionnaire to collect data from a sample of 163 participants. The questionnaire included items rated on a five-point Likert scale, ranging from “Strongly Disagree” (1, very low) to “Strongly Agree” (5, very high). Statistical analysis of the mean Likert scale scores revealed that Saudi EFL learners generally expressed positive attitudes towards MELLAs. The findings highlighted several key reasons for this favorable perception, including the flexibility these apps offer, their user-friendly interfaces, and the convenience of accessing learning materials anytime and anywhere. Participants particularly appreciated the ability to tailor their learning pace and the availability of diverse resources within the apps. This study underscores the potential of mobile apps as effective supplementary tools for language acquisition, suggesting that integrating such technologies into traditional curricula could further enhance learning outcomes. Future research is recommended to explore the long-term impacts of MELLAs on language proficiency and to identify potential barriers to their optimal use.
المراجع
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3. Alhalafawy, W. S. (2018). Innovations in Educational Technology in the Information Age. Dar Al-Fikr.
4. Alhalafawy, W. S., & Tawfiq, M. Z. (2014). The relationship between types of image retrieval and cognitive style in developing visual thinking skills. Life Science Journal, 11(9), 865-879.
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8. Alhalafawy, W. S., Najmi, A. H., Zaki, M. Z. T., & Alharthi, M. A. (2021). Design an Adaptive Mobile Scaffolding System According to Students' Cognitive Style Simplicity vs Complexity for Enhancing Digital Well-Being. International Journal of Interactive Mobile Technologies, 15(13).
9. Al-Halfawi, W. S. (2009). Designing an e-learning system based on some web applications and its effectiveness in developing cognitive achievement, innovative thinking and the trend towards its use by the educational technology student. Journal of Educational Technology, 19(4), 63-158.
10. Al-Halfawi, W. S., & Tawfik, M. Z. (2020). Educational Technology Innovations 2.0: Models to Support Sustainable Education. Cairo: Art House for Publishing and Distribution.
11. Alnimran, F. M., & alhalafawy, w. s. (2024). Qualitative Exploration of the Opportunities and Challenges of Online Training According to the Behavioral Intention Variables of the Most Trained Teachers During the COVID-19 Pandemic. Journal of Infrastructure, Policy and Development, 8(8), 4837. doi:https://doi.org/10.24294/jipd.v8i8.4837
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17. Alzahrani, F. K. (2021). The Effectiveness of Padlet in Enhancing Reading and Writing Skills in English Language Course Among EFL Students at Secondary Stage. Journal of Educational and Psychological Studies [JEPS], 15(1), 155-167.
18. Alzahrani, F. K. J., & Alhalafawy, W. S. (2022). Benefits And Challenges Of Using Gamification Across Distance Learning Platforms At Higher Education: A Systematic Review Of Research Studies Published During The COVID-19 Pandemic. Journal of Positive School Psychology (JPSP), 6(10), 1948-1977.
19. Alzahrani, F. K. J., Alhalafawy, W. S., & Alshammary, F. M. H. (2023). Teachers’ Perceptions of Madrasati Learning Management System (LMS) at Public Schools in Jeddah. journal of arts, literature, humanities and social sciences, (97), 345-363. https://doi.org/DOI: https://doi.org/10.33193/JALHSS.97.2023.941
20. Alzahrani, F. K. J., Alshammary, F. M., & Alhalafawy, W. S. (2022). Gamified Platforms: The Impact of Digital Incentives on Engagement in Learning During Covide-19 Pandemic. Cultural Management: Science and Education (CMSE), 7(2), 75-87. https://doi.org/10.30819/cmse.6-2.05
21. Alzahrani, F. K., & Alhalafawy, W. S. (2023). Gamification for Learning Sustainability in the Blackboard System: Motivators and Obstacles from Faculty Members’ Perspectives. Sustainability, 15(5), 4613.
22. Anani, A., Zhang, D., & Li, H. (2008). M-learning in review: Technology, standard and evaluation. Journal of Communication and Computer, 5(11), 1-6.
23. Azmy, N. G., Alhalafawy, W. S., & Anwar, R. (2015). Virtual Educational Tours. In N. G. Azmy (Ed.), Interactive learning environments (pp. 495-545): Dar Elfikr Elarabi, Cairo. Egypt.
24. Baran, E. (2014). A review of research on mobile learning in teacher education. Educational Technology & Society, 17(4), 17-32.
25. Caudill, J. G. (2007). The growth of m-learning and the growth of mobile computing: parallel developments. International Review of Research in Open and Distance Learning, 8(2), 1-13.
26. Chen, X. B. (2013). Tablets for informal language learning: student usage and attitude. Language Learning & Technology, 17(1), 20-36.
27. Chinnery, G. M. (2006). Emerging technologies. Going to the mall: mobile assisted language learning. Language Learning & Technology, 10(1), 9-16.
28. El-Hussein, M. O. M., & Cronje, J. C. (2010). Defining mobile learning in the higher education landscape. Educational Technology & Society, 13(3), 12-21.
29. Fouh, E., Breakiron, D. A., Hamouda, S., Farghally, M. F., & Shaffer, C. A. (2014). Exploring students learning behavior with an interactive etextbook in computer science courses. Computers in Human Behavior, 41, 478-485.
30. Fujimoto, C. (2012). Perception of mobile language learning in Australia: How ready are learners to study on the move? The JALT CALL Journal, 8(3), 165-195.
31. Gangaiamaran, R., & Pasupathi, M. (2017). Review on use of mobile apps for language learning. International Journal of Applied Engineering Research, 12(21), 11242-11251.
32. Geddes, S. J. (2004). Mobile learning in the 21st century: benefit for learners. Knowledge Tree e-journal, 30(3), 214-228.
33. Godwin-Jones, R. (2011). Mobile apps for language learning. Language Learning & Technology, 15(2), 2-11.
34. Hamad, M. M. (2017). Using whatsApp to enhance students’ learning of English language “experience to share”. Higher Education Studies, 7(4), 74-87.
35. Hoppe, H. U., Joiner, R., Milrad, M., & Sharples, M. (2003). Guest editorial: Wireless and mobile technologies in education. Journal of Computer Assisted Learning, 19(3), 255-259.
36. Ibrahim, H. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Ethnographic Insights of Educational Digital Life Behaviours: A Study of Affluent Schools. Journal of Ecohumanism, 3(7), 4413-4428. doi:10.62754/joe.v3i7.4556
37. Jeong, S., Ko, Y., Lim, K., Sim, H., & Kim, K. (2010). The analysis of trends in smart phone applications for education and suggestions for improved educational use. Digital Contents Society, 11(2), 203-216.
38. Kang, N-H., & Kim, J-Y. (2007). Mobile contents for teaching and learning English listening skills and vocabulary using TV Drama. English Language Teaching, 19(1), 113-134.
39. Keegan, D. (2002). The future of learning: From eLearning to mLearning. Retrieved November 20, 2002, from the World Wide Web: https://ub-deposit.fernuni.hagen.de/receive/mir_mods_00000360
40. Kim, H. S. (2013). Emerging mobile apps to improve English listening skills. Multimedia-Assisted Language Learning, 16(2), 11-30.
41. Kim, H. Y., & Kwon, Y. H. (2012). Exploring smartphone applications for effective mobile-assisted language learning. Multimedia-Assisted Language Learning, 15(1), 31-57.
42. Kim, H., & Yoon, M. (2014). Adopting smartphone-based blended learning: An Experimental study of the implementation of Kakao-Talk and Mocafe. Multimedia assisted Language Learning, 17(2), 86-111.
43. Kim, N. Y. (2016). Effects of voice chat on EFL learner’s speaking ability according to proficiency levels. Multimedia-Assisted Language Learning, 19(4), 63-88.
44. Klímová, B. (2018). Mobile phones and/or smartphones and their apps for teaching English as a foreign language. Education and Information Technologies, 23(3), 1091-1099.
45. Klopfer, E., & Squire, K. (2008). Environmental Detectives—the development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 56(2), 203-228.
46. Kohnke, L., Zhang, R., & Zou, D. (2019). Using mobile vocabulary learning apps as aids to knowledge retention: Business vocabulary acquisition. Journal of Asia TEFL, 16(2), 683-690.
47. Koole, M. L. (2009). A model for framing mobile learning. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education and training (pp. 25-47). Edmonton, Alberta: AU Press.
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منشور
2025-01-18
كيفية الاقتباس
Rajeh Fayeh Abdan Althiyabi. (2025). The Attitudes of Saudi EFL Learners Toward Using English Language Learning Mobile Apps for Learning English. Journal of Arts, Literature, Humanities and Social Sciences, (116), 373-388. https://doi.org/10.33193/JALHSS.116.2025.1327
إصدار
القسم
المقالات
الحقوق الفكرية (c) 2025 Rajeh Fayeh Abdan Althiyabi
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