The Use of Smartphone Apps for Informal Language Learning Among EFL Students: Focusing on Students’ Choices, Purposes, and Perceptions

References:

Aghajani, M., & Adloo, M. (2018). The effect of online cooperative learning on students’ writing skills and attitudes through telegram application. International Journal of Instruction.1(3), 433–448. https://doi.org/10.12973/iji.2018.11330a

Albogami, A., & Algethami, G. (2022). Exploring the Use of WhatsApp for Teaching Speaking to English Language Learners: A Case Study.  Arab World English Journal (AWEJ) 2nd Special Issue on Covid 19 Challenges (2) 183-201.DOI: https://dx.doi.org/10.24093/awej/covid2.12

Aldossari, A.T. R. (2024). An Overview of the Utilization of TikTok in Improving Young Saudi Learners’ Speaking. Department of English Language and Literature, Imam Mohammed bin Saud Islamic University, Saudi Arabia (M.A.Thesis). Retrieved from Arab World English Journal (ID Number: 304) May 2025: 1-47. DOI: https://dx.doi.org/10.24093/awej/th.304

Al-Hunaiyyan , A., Alhajri, R., & Al-Sharhan, S. (2016). Perception and Challenges of mobile learning in Kuwait. Journal of King Saud University Computer and Information Sciences, 30 (2), 279-289.

AlSaied, N., & Akhtar, F. (2021). Media students using mobile phones in the Arabian Gulf to improve English writing and video production skills. Learning and Teaching in Higher Education: Gulf Perspectives, 17(1), 4–15. https://doi.org/10.1108/LTHE-09-2020-0038

Alshammary, M. S. (2020). The impact of using Cambly on EFL University students’ speaking proficiency. English Language Teaching, 13(8). https://doi.org/10.5539/elt.v13n8p12

Alzougool, B., & Almansour, J. (2017). The use of Smartphone for learning activities by university students in Kuwait, Proceedings of Teaching and Education Conferences 4907509. International institute of Social and Economic Sciences. Retrieved on 26^Th Oct,  from   https://ideas.repec.org/p/sek/itepro/4907508.html

Andujar, A. (2016). Benefits of mobile instant messaging to develop ESL writing. System. [Crossref], 62, 63–76. https://doi.org/10.1016/j.system.2016.07.004

Awada, G. (2016). Effect of WhatsApp on critique writing proficiency and perceptions toward learning. Cogent Education. [Crossref], 3(1), Article 1264173. https://doi.org/10.1080/2331186X.2016.1264173

Benson, P. (2001). Teaching and researching autonomy in language learning. Pearson Education.

Bin-Hady, W. R. A., & Al-Tamimi, N. O. M. (2021). The use of technology in informal English language learning: Evidence from Yemeni undergraduate students. Learning and Teaching in Higher Education: Gulf Perspectives, 17(2), 107–120. https://doi.org/10.1108/LTHE-09-2020-0037

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Burston, J., & Arispe, K. (2022). Experimental MALL research in SLA: Past, present, and future. In N. Ziegler & M. González-Lloret (Eds.), The Routledge handbook of technology & SLA. Routledge. Retrieved from https://www. http://routledge.com/The-Routledge-Handbook-of-Second-Language- Acquisition-andTechnology/Ziegler-Gonzalez-Lloret/p/book/9780815360773

Burston, J., & Giannakou, K. (2022). MALL language learning outcomes: A comprehensive meta-analysis 1994–2019. ReCALL, 34(2), 147–168. https://doi.org/10.1017/S0958344021000240

Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approach. Sage Publications.

Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. In Z. L. Berge & L. Y. Muilenburg (Eds.), Handbook of mobile learning (pp. 3–14). Routledge.

Chung, B., & Lo, N. (2025). Comparative study of self-regulated English learning through mobile language-learning applications in post-pandemic Hong Kong and South Korea. Smart Learn. Environ. 12, 42. https://doi.org/10.1186/s40561-025-00399-w

Dashti, F., & Aldashti, A. (2015). EFL college students’ attitudes towards mobile learning. International Education Studies, 8 (8). DOI:10.5539/ies.v8n8p13

Dashti, F., & Abdulsalam, H. (2025). The influence of social media applications on learning English as a second langauge. Heliyon, 11 (2). https://doi.org/10.1016/j.heliyon.2025.e41874

Dai, Y., & Wu, Z. (2022). Mobile-assisted peer feedback on EFL pronunciation: Outcome effects, interactional processes, and shaping factors. System, 111, Article 102953. https://doi.org/10.1016/j.system.2022.102953

Duman, G., Orhon, G., & Gedik, N. (2015). Research trends in mobile assisted langauge learning from 2000 to 2012. ReCALL, 27(2), 197–216. https://doi.org/10.1017/S0958344014000287

Eraut, M. (2004). Informal Learning in the Workplace. Studies in Continuing Education, 26(2), 247-273.

Garzón, J., Lampropoulos, G., & Burgos, D. (2023). Effects of mobile learning in English language learning: A meta-analysis and research synthesis. Electronics, 12(7), 1595. https://doi.org/10.3390/electronics12071595

Godwin-Jones, R. (2011). Mobile apps for language learning. Language Learning and Technology, 15(2), 2–11. http://dx.doi.org/10125/44244

Guo, H. (2022) Mobile assisted language learning (MALL) from a sociocultural ecological perspective: An exploratory study of overseas Chinese students in the UK learning English speaking skills with mobile apps outside the classroom. Doctoral thesis (PhD), UCL (University College London).

Inayati, N., Sanjani, M. I., Jayanti, F. G., Gao, X. (A.), & Nguyen, H. T. M. (May 24, 2024). Online informal language learning (OILL): A systematic review of studies (2014–2023). Innovation in Language Learning and Teaching, 1–17. https://doi.org/10.1080/17501229.2024.2355296

Kacetl, J., & Klímová, B. (2019). Use of smartphone applications in English language learning—A challenge for foreign language education. Education Sciences, 9(3), 179. https://doi.org/10.3390/educsci9030179

Kessler, M. (2023). Supplementing mobile-assisted language learning with reflective journal writing: A case study of Duolingo users’ metacognitive awareness. Computer Assisted Language Learning, 36(5–6), 1040–1063. https://doi.org/10.1080/09588221.2021.1968914

Kessler, M., Loewen, S., & Gönülal, T. (2025). Mobile-assisted language learning with Babbel and Duolingo: Comparing L2 learning gains and user experience. Computer Assisted Language Learning, 38(4), 690–714. https://doi.org/10.1080/09588221.2023.2215294

Klimova, B. (2018). Mobile phones and/or smartphones and their apps for teaching English as a foreign language. Education and Information Technologies. [Crossref], 23, 1091–1099.

Klimova, B. (2019). Impact of mobile learning on students’ achievement results. Education Sciences. [Crossref], 9(2), 90. https://doi.org/10.3390/educsci9020090

Knowles, M. S. (1970). The modern practice of adult education: Andragogy vs. pedagogy. Association Press.

Kucuk, T., & Daskan, A. (2024). Mobile Assisted Language Learning (MALL) in Vocabulary: A Study on Tishk Language Preparatory School Students. Arab World English Journal, 15(4): 255- 266. DOI: https://dx.doi.org/10.24093/awej/vol15no4.16

Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21(2), 157–165. https://doi.org/10.1017/S0958344009000202

Kusyk, M., Arndt, H. L., Schwarz, M., Yibokou, K. S., Dressman, M., Sockett, G., & Toffoli, D. (2025). A scoping review of studies in informal second language learning: Trends in research published between 2000 and 2020. System, 130, Article 103541. https://doi.org/10.1016/j.system.2024.103541

Lai, C., & Zheng, D. (2018). Self-directed use of mobile devices for language learning beyond the classroom. ReCALL: Journal of Eurocall, 30(3), 299–318. https://doi.org/10.1017/S0958344017000258

Larsen-Freeman, D., & Long, M. H. (1991). An introduction to second language acquisition research. Routledge.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355

Li, R. (2024). Effects of mobile-assisted language learning on foreign language learners’ speaking skill development. Language Learning and Technology, 28(1), 1–26. https://hdl.handle.net/10125/73553

Liddicoat, A. J. (2007). An Introduction to Conversation Analysis. London and New York: Continuum

Lightbown, P. M., & Spada, N. (2001). How languages are learned (2nd ed.). Oxford University Press.

Livingstone, D. W. (2001). Adults’ Informal Learning: Definitions, Findings, Gaps, and Future Research. NALL Working Paper #21. Toronto: Centre for the Study of Education and Work, OISE/University of Toronto

Chung, B., & Lo, N. (2025). A comparative study of self-regulated English learning through mobile language-learning applications in post-pandemic Hong Kong and South Korea. Smart Learning Environments, 12(1), 42. https://doi.org/10.1186/s40561-025-00399-w

Machmud, K., & Abdulah, R. (2017). Using smartphone-integrated model of teaching to overcome students’ speaking anxiety in learning English as a foreign language. Journal of Arts and Humanities, 6(9). https://doi.org/10.18533/journal.v6i9.1249

Metruk, R. (2022). Smartphone English language learning challenges: A systematic literature review. Sage Open, 12(1). https://doi.org/10.1177/21582440221079627 (Original work published 2022).

Naderi, S., & Akrami, A. (2018). EFL learners’ reading comprehension development through MALL: Telegram groups in focus. International Journal of Instruction, 11(2), 339–350. https://doi.org/10.12973/iji.2018.11223a

Nami, F. (2020). Educational smartphone apps for language learning in higher education: Students’ choices and perceptions. Australasian Journal of Educational Technology, 36(4), 82–95. https://doi.org/10.14742/ajet.5350

Peng, H., Jager, S., & Lowie, W. (2021). Narrative review and meta-analysis of MALL research on L2 skills. ReCALL, 33(3), 278–295. https://doi.org/10.1017/S0958344020000221

Sarı, Ö., & Ersanlı, C. (2024). A systematic review of language learning applications in language education. ELT Research Journal, 13(1), 71–84.

Roy, S., & Gandhimathi, S. N. S. (2025). Self-directed learning for optimizing sustainable language learning via mobile-assisted language learning: A systematic review. Frontiers in Education, 9, Article 1463721. https://doi.org/10.3389/feduc.2024.1463721

Shanthi, A., Paramasivam, S., Ling, C. G., & Tong, T. J. (2025). TikTok videos as a catalyst for vocabulary acquisition in tertiary education. International Journal of Social Science Research, 13(1), 1-15. https://doi.org/10.5296/ijssr.v13i1.22287

Shortt, M., Tilak, S., Kuznetcova, I., Martens, B., & Akinkuolie, B. (2023). Gamification in mobile-assisted language learning: A systematic review of Duolingo literature from public release of 2012 to early 2020. Computer Assisted Language Learning, 36(3), 517–554. https://doi.org/10.1080/09588221.2021.1933540

Sockett, G. (2014). The online informal learning of English. Palgrave Macmillan. https://doi.org/10.1057/9781137414885

Soyoof, A., Reynolds, B. L., Vazquez-Calvo, B., & McLay, K. (2023). Informal Digital Learning of English (IDLE): A Scoping Review of what has Been Done and a Look Towards What is to Come. Computer Assisted Language Learning, 36(4), 608–640. https://doi.org/10.1080/09588221.2021.1936562

Stockwell, G. (2022). Mobile assisted language learning: Concepts, contexts and challenges. Cambridge University Press. https://doi.org/10.1017/9781108652087

Tran, D. T. (2023). TikTok’s effect on English vocabulary learning: An empirical study of English major curriculum. GeSec: Revista de Gestão e Secretariado, 14(10).

Xodabande, I., Pourhassan, A., & Valizadeh, M. (2022). Self-directed learning of core vocabulary in English by EFL learners: Comparing the outcomes from paper and mobile application flashcards. Journal of Computers in Education, 9(1), 93–111. https://doi.org/10.1007/s40692-021-00197-6

Yang, J. (2013). Mobile assisted language learning: Review of the recent applications of emerging mobile technologies. English Language Teaching. [Crossref], 6(7), 19–25. https://doi.org/10.5539/elt.v6n7p19

Zhao, D., Jablonkai, R. R., & Sandoval-Hernandez, A. (2024). Enhancing willingness to communicate in English among Chinese students in the UK: The impact of MALL with Duolingo and HelloTalk. Journal of China Computer-Assisted Language Learning, 4(1), 42–73. https://doi.org/10.1515/jccall-2023-0027