Abstract:

M-Learning has become the new trend of language learning (Lopez-Perez, Perez-Lopez, & Rodriguez-Ariza, 2011). Mobiles can act as effective instructional tools since they provide language practice, access to authentic materials and tasks (Chinnery, 2006; Godwin-Jones, 2011b). Moreover, it compensates for the gap of the traditional learning by offering interactional solutions. However, more investigation needs to be done in light of m-Learning use in EFL classrooms as well as students’ attitude towards the use of the technology to assess English language learning. Therefore, this study aims to investigate students’ attitudes towards the use of mobile applications in EFL classrooms and explore the most used application by students as well as the major obstacles were in the implementation of this technology into the EFL classrooms in the context of Saudi Arabian University. The study aims to highlight students’ attitude towards using mobile applications to assess their English language learning at King Abdul Aziz University – KAU (Jeddah, Saudi Arabia). The primary study used a quantitative approach, through utilizing a questionnaire survey of 60 female students of foundation year at KAU. Statistical analysis of questionnaire results indicated that a positive attitude towards the use of mobile apps in EFL classrooms, with the belief that it could assess their language learning in and outside of the classroom. Learners expressed strong welcoming to adopt the technology for its many potential benefits like practicing old and new rules and concepts in and out the classroom, translate difficult words, and increase students’ awareness and understanding of the language. Moreover, students’ responses indicated that Internet connection could stand as a major barrier to the implementation of the technology in English language classrooms at KAU. This study further recommends to widen the sample population of female and male as well and to Investigate teachers’ attitude towards the implementation of mobile apps in EFL classrooms. Furthermore, an interview could be conducted for both EFL teachers and students to ensure both qualitative and quantitative results. Moreover, it has been suggested to integrate some of the best apps in EFL classrooms such as Google translate, Crazy English, Pocket, Socrative and Showbiw.

Keywords:

e-learning, m-learning, EFL, Applications, Mobile devices, Attitudes, Freshman Year, Saudi Arabia.