Teachers’ Perceptions of Using MALL in Teaching Vocabulary to Young EFL Learners in Saudi Arabia
DOI:
https://doi.org/10.17507/tpls.1507.22Keywords:
MALL applications, vocabulary learning, mobile-based vocabulary teachingAbstract
This study examines the usefulness and functionalization of mobile-assisted language learning (MALL) applications for teaching vocabulary at public schools in the Kingdom of Saudi Arabia. A descriptive questionnaire was conducted in the KSA in the academic year 2022 to survey EFL instructors’ aspects of functionalizing vocabulary MALL applications. The selected sample was composed of 100 English as a foreign language (EFL) instructors and was selected purposively. Most of them were youths and experienced. These EFL instructors are members of a WhatsApp group of EFL instructors who possess digital mobiles and are interested in EFL MALL applications. The questionnaire was divided into five categories that each included a specific item. It is composed of 25 items with four choices: strongly agree, agree, disagree, and strongly disagree. Every classification included five items to survey EFL instructors’ perceptions of the impact of conducting MALL applications on Young Learners’ vocabulary learning. Vocabulary MALL applications were determined to have important benefits for vocabulary teaching and learning. The EFL instructors regarded MALL applications as easy and effective and preferred MBVI over TVI due to its potential and usability among learners. To efficiently use vocabulary MALL applications, learners must be well prepared and classrooms must be more mobile-oriented. Consequently, EFL instructors must be efficient in terms of both technology and pedagogy.
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