Fostering Academic Vocabulary Learning: Opportunities for Explicit Learning through a Mobile-Assisted App in the Field of Applied Linguistics

In recent years, Mobile-assisted Language Learning (MALL) has led to an authentic and contextual language learning process across the globe (Kukulska-Hulme, 2009). It has played a pivotal role in language learning on the whole and vocabulary learning particularly as a building block of academic writing. This study examined the effect of a mobile application (i.e. AWL builder) on academic vocabulary learning among sophomore university students in applied linguistics. The study also focused on measuring students perceptions and problems in utilizing mobile assisted applications in acquiring English academic vocabulary. Accordingly, the participants were divided into experimental (N =36) and control (N = 36) groups, according to convenience sampling procedures. The participants in the treatment group used a mobile application, while those in the control group used a traditional approach. Furthermore, academic vocabulary pre-and post-tests and a MALL questionnaire were utilized to examine research questions. The findings show that the AWL group showed prominent performance in academic vocabulary tests. The current study concludes that instructors should take into account mobile devices as useful supplementary tools to enhance L2 retention of academic words and include them in the regular language curriculum.