[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-591973-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-591973-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","using-smartphones-for-vocabulary-improvement-insights-from-college-students-reflections","Using Smartphones for Vocabulary Improvement - Insights from College Students' Reflections","","Study investigates college students’ reflections on using smartphones to enhance vocabulary learning in an EFL setting. Sixty-four first-year engineering students enrolled in a required reading course completed a twenty-two-item questionnaire covering engagement, vocabulary learning strategies, and attitudes toward smartphone use, and the influence of prior smartphone experience. Findings report generally high engagement, changes in vocabulary learning strategies, and positive attitudes, with differences favoring students who had prior smartphone experience.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/using-smartphones-for-vocabulary-improvement-insights-from-college-students-reflections/591973/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/using-smartphones-for-vocabulary-improvement-insights-from-college-students-reflections/591973.png","ImageObject",300,407,{"name":42,"@type":43},"Mabel","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the goal of the study on smartphone use for vocabulary learning?","Question",{"text":63,"@type":64},"The study aimed to investigate students’ reflections on using smartphones to enhance vocabulary learning and to examine the role of engagement, learning strategies, and attitudes. It also considered the effect of students’ previous smartphone experience.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were students’ reflections measured in the study?",{"text":68,"@type":64},"A twenty-two-item questionnaire was used to elicit reflections on engagement, vocabulary learning strategies, and attitudes toward smartphone use. The questionnaire targeted experiences with smartphone dictionary use for vocabulary learning.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the results show about attitudes and engagement?",{"text":72,"@type":64},"Students’ engagement was generally high and their vocabulary learning strategies changed. Attitudes toward using smartphones to develop vocabulary were positive, and students with prior smartphone experience showed differences in their reflections in their favor.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},591973,1792190295,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":113,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","Anatolian Journal ofEducation e-ISSN: 2547-9652  \nApril 2024 ● Vol.9, No.1 [www.e-aje.net](www.e-aje.net)[ ](www.e-aje.net)pp. 157-168  \nUsing Smartphones for Vocabulary Improvement: Insights from College Students'Reflections  \nAdnan Shehadeh  \nPalestine Polytechnic University, Palestine, [adnan@ppu.edu](adnan@ppu.edu)  \nThis study aimed to investigate students’ reflections on using smartphones to enhance vocabulary learning. The sample consisted of 64 college students enrolled in required English asa Foreign Language (EFL) reading course. A twenty-two-item questionnaire was developed toelicit students’ reflections on their experiences in terms of three aspects; engagement, vocabulary learning strategies, and attitudes towards smartphone use. The study also explored the effect of previous experiences of smartphones use on the students’ reflections. Results showed that students’ engagement was generally high, their vocabulary learning strategies had changed, and that their attitudes towards using smartphones to develop their vocabulary were positive. The study also found that there were differences between those who have experience in using smartphones and those who did not, in favour of those with experience. It is recommended that teachers encourage their students to use smartphones to enhance their English language abilities, especially their vocabulary.  \nKeywords: using mobile, technology in ELT, EFL in Palestine, smartphone in EFL, teaching vocabulary, using mobile in vocabulary  \nINTRODUCTION  \nThe use of smartphones for educational purposes has become widespread over the last decade. According to Burston (2018), high rates of smartphone usage have been predicted for teaching English as a Foreign Language (EFL) due to its ubiquity, affordable cost and availability of applications, as well as their practicality and familiarity. The use of the smartphone as a tool for teaching and learning has been supported by several researchers, (Abdullah, et al. 2013; Jarvis &Achilleos, 2013) . In general, research has found that using technology is effective in teaching vocabulary (Ahmad, [et.al. 2017](et.al. 2017); Gorjian, 2012; Lai & Chun, 2017; Mahdi, 2018; Niitemaa, 2018; Rezaee&Shoar, 2011; Yun, 2011; Taj, Ali & Ahmad, 2017) . One of the main uses of smartphones for educational purposes is learning vocabulary. This was evident in Zhang and Perez-Pardes’ (2019) study of postgraduate EFL learners that found using smartphones to improve vocabulary was second only to using them to pass exams. Moreover, they found that learners rated the vocabulary learning and smartphone dictionary applications as their favourite smartphone applications.  \nAlthough research on the use of Mobile Assisted Language Learning, (MALL) has increased rapidly (Burston, 2014), no studies have discussed this issue in the Palestinian higher education context. This study aims to explore first-year engineering students’ reflections on using smartphones to enhance vocabulary learning It also seeks to shed light on the use of MALL in EFL teaching and learning in the Palestinian higher education context in general.  \nVocabulary is essential part of EFL learning, and for some researchers, it is necessary for the mastery the four skills (Nation, 2005; Shoebottom, 2012; Thornberry, 2002) . One of the main challenges facing EFL students is vocabulary. Students need vocabulary for comprehension (Silverman & Hines, 2009), and they always complain that they find it difficult to use the vocabulary items they have been  \nCitation: Shehadeh, A. (2024) . Using smartphones for vocabulary improvement: Insights from college students'  \nreflections. Anatolian Journal of Education, 9(1), 157-168. [https://doi.org/10.29333/aje.2024.9111a](https://doi.org/10.29333/aje.2024.9111a)  \n158 Using Smartphones for Vocabulary Improvement: Insights …  \nexposed to in class in real communicative contexts. Therefore, it is important for teachers and students to explore all available tools to enh","cbCaicE5aNiqxGPU","https://ap.wps.com/l/cbCaicE5aNiqxGPU","pdf",399533,12,"English","# Introduction\n## Purpose of the study\n## Review of Literature","[{\"question\":\"What was the goal of the study on smartphone use for vocabulary learning?\",\"answer\":\"The study aimed to investigate students’ reflections on using smartphones to enhance vocabulary learning and to examine the role of engagement, learning strategies, and attitudes. It also considered the effect of students’ previous smartphone experience.\"},{\"question\":\"How were students’ reflections measured in the study?\",\"answer\":\"A twenty-two-item questionnaire was used to elicit reflections on engagement, vocabulary learning strategies, and attitudes toward smartphone use. The questionnaire targeted experiences with smartphone dictionary use for vocabulary learning.\"},{\"question\":\"What did the results show about attitudes and engagement?\",\"answer\":\"Students’ engagement was generally high and their vocabulary learning strategies changed. Attitudes toward using smartphones to develop vocabulary were positive, and students with prior smartphone experience showed differences in their reflections in their favor.\"}]","Using Smartphones for Vocabulary Improvement - Insights from College Students' Reflections | PDF",1792073591]