Mobile-Assisted Language Learning and Students' Perceptions of Vocabulary Retention

Abstract

This study investigates students' perceptions of Mobile-Assisted Language Learning (MALL) and its perceived effectiveness for English vocabulary retention among undergraduate ESL learners at Imam Abdulrahman bin Faisal University (IAU), Saudi Arabia. While traditional paper-based methods often fail to promote long-term engagement and sustainable retention, mobile technologies offer flexible, autonomous, and "anytime-anywhere" learning opportunities. A quantitative, cross-sectional survey was conducted with 61 students to examine their mobile learning practices and perceptions of MALL's effectiveness compared to traditional instruction. The findings reveal a strong positive perception of mobile tools, with approximately 75% of participants agreeing that mobile phones help them remember words better. The most popular tools identified were social media platforms and language learning applications such as Duolingo and Memrise. Students overwhelmingly acknowledged the role of pedagogical factors in retention, with 85.2% emphasizing the importance of repetition and 44.3% identifying context as essential for long-term memory and correct usage. Qualitative insights further highlighted benefits such as multimedia engagement and flexibility, though participants noted potential challenges regarding digital distractions. The results suggest that while MALL is perceived as superior or a vital supplement to traditional methods, a hybrid approach (favored by 55.7% of students) is considered the most effective for vocabulary retention. These findings underscore the potential of MALL to enhance lexical acquisition in Saudi higher education and highlight the need for pedagogically grounded integration of mobile tools into the ESL curriculum.