Khóa luận tốt nghiệp a survey on the english majored freshmen using smartphone applications in learning english vocabulary at vietnam national university of agriculture

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE

FACULTY OF EDUCATION AND FOREIGN LANGUAGES

BA THESIS
A SURVEY ON THE ENGLISH MAJORED
FRESHMEN’ USING SMARTPHONE APPLICATIONS
IN LEARNING ENGLISH VOCABULARY AT
VIETNAM NATIONAL UNIVERSITY OF
AGRICULTURE
(KHẢO SÁT VỀ THỰC TRẠNG SỬ DỤNG CÁC ỨNG DỤNG
TRÊN ĐIỆN THOẠI THÔNG MINH CỦA SINH VIÊN NĂM
NHẤT NGÀNH TIẾNG ANH ĐỂ HỌC TỪ VỰNG TIẾNG ANH Ở
HỌC VIỆN NÔNG NGHIỆP VIỆT NAM)

Student:

NGUYEN HOANG HAI

Student code: 621193
Major:

ENGLISH

Supervisor 1: NGUYEN THI THANH HIEN, M.A
Supervisor 2: BUI TRUNG KIEN, M.A

Hanoi – 2021


CERTIFICATE OF ORIGINALITY

I, the undersigned, hereby certify my authority of the study project report
entitled A SURVEY ON THE ENGLISH MAJORED FRESHMEN‟ USING
SMARTPHONE
APPLICATIONS
IN
LEARNING
ENGLISH
VOCABULARY AT VIETNAM NATIONAL UNIVERSITY OF
AGRICULTURE submitted in partial fulfillment of the requirements for the
degree of Bachelor in English Language. Except where the reference is
indicated, no other person‟s work has been used without due acknowledgement
in the text of the thesis.
Hanoi, 2021

Nguyen Hoang Hai

Approved by
SUPERVISOR

(Signature and full name)
Date:……………………

i


ACKNOWLEDGMENTS
At first, I am grateful to all teachers in the Faculty of Education and Foreign
Languages of Vietnam National University of Agriculture for allowing me to do
this BA thesis.
Second, I would like to express my sincere gratitude to my first supervisor,

Nguyen Thi Thanh Hien, M.A for her patience and enormous contribution to
build my graduation thesis. I am also very thankful to my second supervisor, Bui
Trung Kien, M.A for his valuable feedback and comments. Without their
guidance, it would not be possible to complete my thesis successfully.
I also would like to delicate my special thanks to all my friends at Vietnam
National University of Agriculture, who have supported, cooperated and
provided me with valuable suggestions.
Last but not least, I also would like to express my great thanks to my family for
the sacrifice they have devoted during my studies.

ii


TABLE OF CONTENTS

CERTIFICATE OF ORIGINALITY................................................................. i
ACKNOWLEDGMENTS .................................................................................. ii
TABLE OF CONTENTS ................................................................................... iii
ABSTRACT ........................................................................................................ vi
LIST OF ABBREVIATION ............................................................................. vii
LIST OF TABLES AND FIGURES ............................................................... viii
PART 1: INTRODUCTION.............................................................................. 1
1.1. RATIONALE FOR THE STUDY ................................................................. 1
1.2. AIMS AND OBJECTIVES OF THE STUDY .............................................. 2
1.3. RESEARCH QUESTIONS ............................................................................ 3
1.4. SCOPE OF THE STUDY .............................................................................. 3
1.5. SIGNIFICANCE OF THE STUDY ............................................................... 4
1.6. DESIGN OF THE STUDY ............................................................................ 4
PART 2: DEVELOPMENT ............................................................................... 6
CHAPTER 1: LITERATURE REVIEW .......................................................... 6

1.1. REVIEW OF THE PREVIOUS STUDIES ................................................... 6
1.1.1. Review of the domestic researches ............................................................. 6
1.1.2. Review of the international researches ................................................... 6
1.2. REVIEW OF THEORETICAL BACKGROUND ........................................ 7
1.2.1. The definition of vocabulary .................................................................... 7
iii


1.2.2. The important role of vocabulary in learning languages ...................... 7
1.2.3. The definition of smartphone ................................................................... 8
1.2.4. Mobile learning (M- learning).................................................................. 8
1.2.5. Mobile-assisted language learning (MALL) ......................................... 10
1.2.6. Mobile applications for English language learning ............................. 11
1.2.7. Examples of mobile applications for English vocabulary learning .... 11
CHAPTER 2: METHODOLOGY ................................................................... 16
2.1. RESEARCH METHODOLOGY ................................................................. 16
2.2. RESEARCH SETTING/CONTEXT: .......................................................... 17
2.3. DATA COLLECTION: ............................................................................... 17
2.3.1. Data collecting instruments .................................................................... 17
2.3.2. Data collecting procedures ..................................................................... 18
2.4. DATA ANALYSIS ...................................................................................... 19
2.5. SUMMARY ................................................................................................. 19
CHAPTER 3: FINDINGS AND DISCUSSIONS ........................................... 20
3.1. THE CURRENT STATUS OF THE VNUA‟S ENGLISH MAJORED FRESHMEN‟
USING SMARTPHONE APPS IN ENGLISH VOCABULARY LEARNING ............ 20
3.1.1. Common English vocabulary learning methods and the frequency of
using each tool/app ............................................................................................ 20
3.1.2. The locations where VNUA’s English majored freshmen often use
smartphone applications to learn English vocabulary .................................. 30
3.1.3. The reasons why VNUA’s K65 English majored students use

smartphone applications to learn English vocabulary .................................. 31
iv


3.2. THE EFFECT OF ENGLISH MAJORED FRESHMEN' USING
SMARTPHONE APPLICATIONS IN VOCABULARY LEARNING AT
VNUA ................................................................................................................. 33
3.2.1. The effect of using smartphone apps to learn English vocabulary .... 34
3.2.2. Using smartphone apps to learn English vocabulary affect students’
learning outcomes .............................................................................................. 36
3.2.3. Using smartphone apps to learn English vocabulary compared to
other vocabulary learning methods ................................................................. 37
3.3. EXTRA RESULTS FROM THE INTERVIEW.......................................... 38
3.4. SUMMARY ................................................................................................. 41
PART 3: CONCLUSION ................................................................................. 42
1. CONCLUSION ............................................................................................... 42
2. LIMITATION OF THE CURRENT STUDY ................................................ 43
3. SUGGESTIONS FOR FURTHER STUDY ................................................... 43
PART 5: REFERENCES .................................................................................. 45
APPENDIX ........................................................................................................ 50

v


ABSTRACT

This paper aimed at investigating how the English Majored freshmen use
smartphone apps in learning English at VNUA so that they can acquire
knowledge and learning English vocabulary effectively. It was carried out in
VNUA, Hanoi, Vietnam in the academic year 2021. It is a descriptive survey

paper done to survey VNUA English majored freshmen's opinions about using
smartphone apps to learn English vocabulary. The sample consisted of 70
students. This paper depended on two instruments to collect data which are a 77item, 6-category, closed-answer questionnaire and an online interview. The
questionnaire addressed questions concerning frequency, locations, reasons,
effects, learning outcomes and using smartphone applications to learn English
vocabulary versus other methods of learning vocabulary. The interview was
added as a supporting method to evaluate the reliability of students‟ replies
compared to reality. The findings revealed that using smartphone apps is of great
usefulness to English vocabulary learning in general. The students considered
smartphone apps simple and usable and preferred using them rather than
traditional tools and computers because of their capabilities and acceptance
among students. To effectively use smartphone apps in English vocabulary
learning, students should be well trained and classrooms should be more mobileoriented. Also, teachers must be technically and pedagogically competent.

vi


LIST OF ABBREVIATION

VNUA

: Vietnam National University of Agriculture

Application(s)

: App(s)

M-leaning

: Mobile leaning

MALL

: Mobile Assisted Language Learning

CALL

: Computer Assisted Language Learning

EFL

: English as a Foreign Language

vii


LIST OF TABLES AND FIGURES
TABLE

CONTENT

NAME

PAGE

The frequency of using traditional tools to learn English
Table 1

vocabulary
The frequency of using the computer to learn English

Table 2

vocabulary

20

22

The frequency of using dictionary apps on smartphone to
Table 3.1

learn English vocabulary

23

The frequency of using translation apps on smartphone
Table 3.2

Table 3.3

to learn English vocabulary
The frequency of using flashcards apps on smartphone to
learn English vocabulary

24

25

The frequency of using pronunciation apps on

Table 3.4

smartphone to learn English vocabulary

25

The frequency of using idioms apps on smartphone to
Table 3.5

learn English vocabulary

26

The frequency of using examination apps on smartphone
Table 3.6

to learn English vocabulary

26

The frequency of using apps of program, media or press
Table 3.7

on smartphone to learn English vocabulary

27

viii

The frequency of using video apps on smartphone to
Table 3.8

learn English vocabulary
The frequency of using pictures apps on smartphone to

Table 3.9

learn English vocabulary

27

28

The frequency of using text messaging apps on
Table 3.10

smartphone to learn English vocabulary

28

The frequency of using vocabulary game apps on
Table 3.11

smartphone to learn English vocabulary

28

The frequency of using social media apps on smartphone
Table 3.12

to learn English vocabulary

29

The locations of using vocabulary game apps on
Table 4

smartphone to learn English vocabulary

30

The reasons of using smartphone apps to learn English
Table 5

vocabulary

32

The effect of using smartphone apps to learn English
Table 6

Table 7

Table 8

vocabulary

34

The students’ typical English subject scores in the first
semester
Using smartphone apps to learn English vocabulary
compared to other vocabulary learning methods

Table 9.1 Students’ interview answers about the most popular

36

37

38

ix


smartphone apps and their sources
Students’ interview answers about the advantages and
Table 9.2 disadvantages of using smartphone apps to learn English

39

vocabulary
Students’ interview answers about the suggestions for
Table 9.3

Academic advisors / Faculty / Academy to support and
promote student use smartphone apps to learn the

40

English vocabulary

x


PART 1: INTRODUCTION
1.1. RATIONALE FOR THE STUDY

Recently, because of their compactness, ease of carrying, and ease of use,
smartphones have been used by students at colleges and universities to support
their learning rather than other electrical devices such as laptops, tablets,
especially in Vietnam. In terms of language learning, smartphones are used for
many different purposes as well as to learn many different skills and English is
no exception.
Apart from this, since the importance of vocabulary is proved by many studies
such as Abbasi & Hashemi (2013); Cain & Oakhill (2014); and Khan, Radzuan,
Shahbaz, Ibrahim and Mustafa (2018b), vocabulary learning is very fundamental
for language learning. However, the status of learning English in VNUA is quite
disappointing. Mobile technology can provide many possibilities to enhance
EFL learning. Vocabulary learning has been the core of many MALL programs.
Nowadays, smartphones, especially web accessible ones, can provide rich online
multimedia-mediated means for vocabulary learning.
In addition to this, smartphones are a developing technology that can provide
plenty of services and emerging apps for users. There are basic services such as
dialing and SMS, and innovative services such as learning apps that can be
found and installed online from the market like Google Play and Apple Store. In
addition, everyone can use smartphones to edit, store, send, share, play media
files, access the web and even to learn.
Hence, using smartphones in education is increasing in order to facilitate

learning and provide students with more choices for language learning. In this
field, many creative learning ideas were developed based on mobiles and
mobile-assisted methods of learning to help making language learning more
enjoyable and efficient. A new sub-field in computer-assisted language learning
1


(CALL) evolved that focus on using mobiles in language learning. This subfield is called „Mobile-assisted language learning (MALL)‟. MALL research
studies brought us with many promising findings that indicate that mobiles can
be well exploited in class and non-class language learning (Kassem, 2018, p.
256; Linskens, 2015, p. 116; Shahbaz & Khan, 2017; Uz Bilgin & Tokel, 2018).
As students at other universities in Vietnam, regarding using smartphones to
learn languages, the English majored freshmen at VNUA will immediately think
of students using smartphones to watch English movies or listen to English
music so as to improve their English listening and speaking skills. Actually, it is
really shown that students are more likely to use smartphone apps for
vocabulary learning, but they just aware of it themselves.
History has shown that there has been a lot of researches on smartphone apps in
students' language learning, but not many researches on students using their
smartphones to learn a specific category of knowledge such as English
vocabulary, and in a specific professional environment. For all above reasons,
this study was entitled: „A survey on the English majored freshmen‟ using
smartphone apps in learning English vocabulary at Vietnam National University
of Agriculture‟.
1.2. AIMS AND OBJECTIVES OF THE STUDY
Smartphone apps was attractive because of their increasing use and popularity
in education. As the researcher's opinion, for teenage intermediate graders, it
is easier and more enthusiastic to use smartphone apps to learn vocabulary
than other traditional vocabulary learning methods. On the other hand,
vocabulary was selected to explore because vocabulary is evidently very

important for language acquisition and learning. It is emphasized that
vocabulary plays a central role in the whole show of language education.
Therefore, the aim of the study is to investigate how the English Majored
2


freshmen use smartphone apps in learning English at VNUA so that they can
acquire knowledge and learning English vocabulary effectively. Due to that,
this study aimed at accomplishing two objectives. The first objective is to
investigate the English majored freshmen‟ current situation towards the use
smartphone apps in learning English vocabulary at VNUA. The second one is
to find out the benefits of smartphone apps in learning English vocabulary in
order to see the advantages of Mobile-Assisted Language Learning (MALL)
compare with other vocabulary learning methods in terms of vocabulary
learning.
1.3. RESEARCH QUESTIONS
As there are several reasons and opinions for why using smartphone apps in
the educational field in general and language learning in particular, this
research seeks to provide answers to the following questions related to the use
of English majored freshmen' smartphone apps in learning English vocabulary
at VNUA. Thus, the study questions are as follows:
Q1: How do English majored freshmen use smartphone applications in
learning English vocabulary at VNUA?
Q2: What is the effect of using smartphone applications on English majored
freshmen' vocabulary learning at VNUA?
1.4. SCOPE OF THE STUDY
This study is limited to a specific scope, that is within the framework of the
VNUA, conducted on a 70-student group as the English majored freshmen at
VNUA from January to June in 2021. This is the new student generation of
the 4.0 era, which is a potential object of M-leaning.

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1.5. SIGNIFICANCE OF THE STUDY
It is strongly stated that the study lays the foundation for other studies in the
future, promoting effective learning and teaching English vocabulary. There is
also a crural meaning for students, teachers, educational institutions, and
especially all English learners.
1.6. DESIGN OF THE STUDY
This is a descriptive surveying study that was conducted to survey the VNUA‟s
English majored freshmen‟s current status about using smartphone apps to learn
English vocabulary. The study structure was divided into various parts as
follow:
Statement of thesis originality
Acknowledgements
Abstract
Table of contents
List of abbreviations, graphs, tables, and figures
PART 1: INTRODUCTION
PART 2: DEVELOPMENT
Chapter 1: Literature Review
Chapter 2: Methodology
Chapter 3: Findings and Discussion
PART 3: CONCLUSION
References
Appendix
4


Apart from abstracts, references & appendices, the study consists of three main

parts:
PART 1 - INTRODUCTION presents rationale of the study, aims and objectives
of the study, research questions, the scope as well as the significance of the
study.
PART 2 - DEVELOPMENT is divided into 3 chapters:
Chapter 1 - LITERATURE REVIEW – provides theoretical background for the
study including the definition of vocabulary, the important role of vocabulary in
learning languages, the definition of a smartphone, mobile learning (Mlearning), mobile-assisted language learning (MALL), mobile apps for English
language learning, and examples of mobile apps for English vocabulary
learning.
Chapter 2 – METHODOLOGY describes the methodology used in the research
including the action research, data collection instruments, participants, the
procedures employed to carry out the research.
Chapter 3 - FINDINGS AND DISCUSSIONS - reports and discusses the
findings of the study.
PART 3 - CONCLUSION summarizes the main issues that have been addressed
in the study, points out the limitations, draws pedagogical implications
concerning the research topic and suggests several solutions.

5


PART 2: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1. REVIEW OF THE PREVIOUS STUDIES
1.1.1. Review of the domestic researches
According to a group of students of Van Hien university, smartphones are not
only tools/devices used by students for communication, entertainment, selfworth but also as an effective learning aid. Their research results show that the
proper use of smartphones leads to better student learning outcomes (Trịnh
Nguyễn Thanh Trúc, Nguyễn Thị Hà & Nguyễn Thị Diễm Sương. (2016). Ảnh

hưởng của việc sử dụng điện thoại thông minh đến kết quả học tập của sinh
viên‟. Student Science Conference IX, Van Hien University (11)).
A student of Hanoi University of Engineering and Technology, Nguyễn Thị Như
Quỳnh (2015) carried out the study „Develop an application of learning English
vocabulary on mobile‟ as her graduation thesis. Importantly, as she assumed,
learning English on a smart mobile phone is completely practical and necessary,
and building an English vocabulary learning application on mobile phones
which is suitable for each user is also really essential.
1.1.2. Review of the international researches
As mentioned by Qiaochu Liu and Xuan He in their „Using mobile apps to
facilitate English learning for college students in China‟ study in 2014, „the
effectiveness of using the selected apps in students‟ English learning had been
approved and college students‟ attitude toward MALL in English learning was
positive‟. With the development of mobile apps and devices, college students
can download English learning apps directly to their mobile devices so they can
learn English individually without limitation. about course material, time and

6


place. MALL is a new approach for Chinese undergraduates to learn English
independently.
Through the study „The use of handphone application to increase student‟s
ability in learning English vocabulary‟, Harlan, Aris Badara, and Kamaluddin
(2019) defined that „there is a significant difference of students‟ using
handphone application to students who don‟t using it between the students who
learn English by using handphone application and those who learn with the
usual method in Konawewho‟, Australia. The findings revealed that mobile
application is an effective learning method for vocabulary learners.
1.2. REVIEW OF THEORETICAL BACKGROUND

1.2.1. The definition of vocabulary
In most cases, vocabulary can be simply understood as „All the words that exist
in a particular language or subject‟ (Cambridge Dictionaries, 2018). To put it
differently, it is the body of words used in a language or specific words used in a
particular occasion or field (Harmer, 2015).
1.2.2. The important role of vocabulary in learning languages
It is really said that vocabulary is central to English language teaching and
learning. With this in mind, if students lack of sufficient vocabulary, they cannot
understand other English speakers or express their own ideas. Zhang (2015)
assumed that very little can be conveyed without grammar, but with the absence
of vocabulary, nothing can be conveyed, according to Wilkins (1972). He
supported McCarthy‟s notice (1990) declared that neither grammar nor sounds
matter, vocabulary is what matters (Zhang, 2015). In a sense, words are the
building blocks of a language for which a deficiency can harden or prevent the
construction of the target language.

7


Vocabulary is essential words to know to communicate effectively. A rich
vocabulary is like a tunnel to convey the meaning of a speech or written text. In
other words, it's like colored tubes in a drawer, you can't draw without them.
Language ability cannot be developed without expanding vocabulary. Acquiring
vocabulary early is an important first step in a student's EFL learning journey.
Vocabulary can help ease communication, understanding, fluency, and
achievement. In addition, the larger the vocabulary inventory, the better the
effect on language skills. Through studying literature, students need a substantial
vocabulary that is both receptive and useful (Zhang, 2015). The importance of
vocabulary was further discussed in many studies such as Johnson (2016); Khan
et al. (2018b); Sidek & Rahim (2015); and Zhang (2015).

1.2.3. The definition of smartphone
According to Lusekelo & Juma (2015), a smartphone is a device having the
combined function of a computer and a mobile phone. It has an operating system
and can install apps, acts as computers, can access the internet and entertainment
anywhere such as taking pictures, watching videos, listening to music, surfing the
web ... Muhammad & Tariq (2013), a smartphone is a mobile phone, in addition to
traditional functions such as making calls and sending text messages, it is also
equipped with the ability to display images, play games, watch videos, surf the web,
integrate camera, record, send/receive e-mail ... can install apps, social networks. As
a result, smartphones are more advanced than regular mobile phones, watch videos ...
with larger memory along with popular operating systems such as iOS, Android,
Blackberry OS, Windows Phone and can install more apps.
1.2.4. Mobile learning (M- learning)
Mobile learning involves the use of popular mobile and mobile devices for
learning and building knowledge in different contexts (Sandberg, Maris, & de
8


Geus, 2011) beyond the confines of physics classrooms. By “emphasizing
continuity or spontaneity of access and interaction across different contexts of
use” (Kukulska-Hulme & Shield, 2008, p. 273), or anytime anyplace learning
(Sandberg et al., 2011; also Moroz, 2013), mobile devices and related apps
promote flexible learning (Ganapathy et al., 2016).
As a fairly recent concept and an extension of e-learning, mobile learning lacks
a comprehensive theoretical framework. Its functionalities, however, roughly fit
into a number of popular educational paradigms, including personalized learning
(Steel, 2012) and constructivist approaches towards learning.
Moreover, by placing students accountable for their own learning, mobile
devices are expected to support student-centered learning (Ganapathy et al.,
2016). According to the constructive point of view, knowledge is said to be built

by learners and teachers, as well as classmates. This can be achieved by adding
new knowledge to one's existing base of knowledge through engaging in
meaningful real-life tasks and accessing resources and resources. enrichment
learning (Sandberg et al., 2011). By providing anytime, anywhere access to a
variety of learning resources and educational apps, mobile devices encourage a
computerized, focused, intermediate learning experience and help them achieve
Tectonic approach to teaching and learning (Cavus & Ibrahim, 2017).
In Vietnam, M-Learning is a potential market with a large number of mobile
subscribers, with a density of 140 subscribers per 100 people, of which the
number of users is using 3G services. about 18.57% in 2014; and the number of
people using high-feature phones accounts for the majority.
M-Learning is a relatively new field for many countries, at the same time it has
been recognized and focused on research in recent years. Therefore, M-Learning
research and development is still receiving special attention.
9


1.2.5. Mobile-assisted language learning (MALL)
MALL is language learning supported or enhanced through the use of a
handheld mobile device. MALL is a sub-branch of both m-learning and CALL.
MALL has grown to support students' foreign language learning with the
increasing use and continued development of mobile technologies around the
world such as cellphones, MP3 and MP4 players, PDAs and smartphones such
as iPhone, iPad and Samsung Galaxy series. With MALL, students can access
language learning materials and communicate with their teachers and friends
anytime, anywhere.
MALL dates back to the 1980s and 1990s that saw efforts to use phones for
distance learning. By the 2000s, MALL began to take shape and have a position
in the field of linguistic research. With the arrival of the iPhone in 2009, a
revolution happened in the use of the mobile phone as a small laptop.

Mobile learning is innovative and promising in the field of language teaching
and learning (Basal, Yilmaz, Tanriverdi & Sari, 2016; Linskens, 2015, p. 40;
Shahbaz & Khan, 2017; Wu, 2015).
Numerous studies have proven the usefulness of cell phones in foreign language
classrooms. The use of mobile phones in language learning and teaching is
thriving today because of its invaluable advantages it has brought a number of
apps that have become famous in language learning. Mobile devices are useful
in language due to five factors (Navariz, 2015): mobility, social interaction,
sensitivity to context, connectivity, and personalization. The most notable
benefit of cell phones is their potential to enhance student motivation and
participation as well as enhance collaboration and communication. However,
effective mobile-assisted learning needs to be based on well-established

10


pedagogical principles. It must be done based on learners, content, context, and
delivery mechanisms (Ebadi & Bashiri, 2018; Wu & Huang, 2017).
Although MALL is promising, there are difficulties that can negatively affect
MALL's operations. These constraints include limited time, lack of technical
knowledge and accessibility (Wu, 2015). In addition, Yang (2013) argues that
the use of MALL can be a challenge to convey the prevailing trends of MALL.
The application of MALL is highly dependent on having a common consensus
from language teachers and learners, and an effective pedagogical framework.
1.2.6. Mobile applications for English language learning
Applications (App Shortcuts) containing dictionaries, dictionaries, translators,
whiteboards, interactive quizzes, memory cards and books are just a few of the
many apps that can enhance vocabulary learning... For an EFL student, it is
extremely important to have tools at all times to help them learn a new language,
language and culture. It's like having a private library and a private tutor on hand

(Basal et al. 2016; Ebadi & Bashiri 2018; Kassem, 2018; Khodarahmi &
Heidari-Shahreza, 2018; Kim, 2018; Nisbet & Austin, 2013).
1.2.7. Examples of mobile applications for English vocabulary learning
Below is a summary of some foreign language learning apps that can be highly
beneficial for vocabulary teaching and learning. These include options from both
Android and IOS-based mobile systems. All apps can be downloaded quickly
and easily through popular online stores such as Apple Store or Google Play and
Samsung Store for Android (Cruz, 2012; Kassem, 2018; Nisbet & Austin, 2013,
p. 3; Yang, 2013).

11


1.2.7.1. Dictionary applications
It is no longer necessary for ESL teachers and students to carry large, heavy
dictionaries, thesauruses, or other reference books because mobile app stores
have so many alternatives. Two popular apps that can replace many reference
books are Dictionary.com and The Free Dictionary. The Dictionary.com app
provides 2 million definitions, as well as a thesaurus for identifying synonyms
and antonyms. It offers sample sentences, audio pronunciations, and a voice
search option. This can greatly help students know the spelling, meaning, and
pronunciation of a word. Free dictionary is one of the most comprehensive
dictionary apps. It contains not only dictionaries and synonyms but also
acronyms,

acronyms,

idioms,

encyclopedias,

and

reference

libraries.

Furthermore, users can create a custom homepage that offers games, a language
forum, word of the day, bee spelling, word games and more (Aslan, 2016;
Kassem, 2018; Nisbet & Austin, 2013).
1.2.7.2. Translation applications
There are several translation mobile apps on the online market, with different
capabilities. Teachers and students simply explore the options available to find a
translation application that suits their students' needs. They can be useful for
students with limited English proficiency and need to quickly find an English
word to communicate with native speakers. Single words or complete sentences
can be translated with a few touches. Two popular translation apps are Google
Translate and Translator with Speech (Nisbet & Austin, 2013).
1.2.7.3. English launchpad applications
It is versatile with many possibilities. It can organize activities. It contains over
700 flashcards with images of 20 topics such as alphabets, anatomy, animals,
equipment, food and drink, fruit, household words, and many more useful
12


topics. There are also flashcards for 51 irregular verbs. Flashcards can be used to
supplement, instruct or learn differently when learning vocabulary. There are
additional tools like whiteboards, quiz builders, and an electronic file for storing
and submitting lesson plans. The memory card system can be a useful tool when
students are learning new words, and a quiz maker can be used to measure

progress (Nisbet & Austin, 2013).
1.2.7.4. Clear speech application
It is based on the Cambridge University Press series of the same name, written
by Judy Gilbert. It can help students learn the pronunciation of learned
vocabulary. When students practice their ears to listen to significant differences
in terms of different aspects of vocabulary such as word stress and syllable,
intonation, and ending. It can help students build their vocabulary by acquiring
new words through daily listening activities (Nisbet & Austin, 2013).
1.2.7.5. Idioms applications
It is designed to introduce students to the top 100 most commonly used idioms
and idioms used in conversation topics about animals, business, clothing and
color, food, law, and negotiation.
Students can learn by doing self-governing quizzes on the topics they choose.
There's also a handy list of common idioms in alphabetical order for easy
reference. This is engaging, funny, and popular (Nisbet & Austin, 2013).
1.2.7.6. iTooch TOEFL prep application
It is designed to help students prepare for TOEFL. It contains the largest arsenal
of TOEFL questions based on US National Standards. This app has 50 chapters
providing lessons, examples and figures. There are over 1,500 questions with
explanations, 135 images and pictures and 278 audio files. Questions refer to
listening, speaking, reading and writing. It is helpful in enhancing vocabulary
13


development because students are confronted with new words as they read
questions and participate in the learning activities provided. It is a
comprehensive tool that can be used by students to independently prepare for
exams (Nisbet & Austin, 2013).
1.2.7.7. Learn American English-free word power application
This is a comprehensive study program designed to engage students in learning

English vocabulary and speaking correctly. The free version helps students
master 100 of the most common words in English in an easy-to-use format.
Students can view words, listen to the native pronunciation and record their own
voice to compare their pronunciation with the native accent. Students can take a
word-learning quiz to track their progress and create an audio word bank for
reference and review (Nisbet & Austin, 2013).
1.2.7.8. Mobile videos application
YouTube has tons of vocabulary-learning videos that are easily accessible via
mobile phones. Furthermore, teacher-led videos are encouraged (Alenezi, 2014,
p. 24; Cruz, 2012; Hsu, Hwang, Chang & Chang, 2013).
1.2.7.9. Text messaging applications
Study TXT is an example of this kind of vocabulary application. It gives
students access to the basics of a course. Its database contains 101 messages on
both vocabulary knowledge and concepts divided into 22 modules (Cruz, 2012;
Yang, 2013).
SMS and text-based programs such as WhatsApp are said to be suitable for
vocabulary and language learning (Abbasi & Hashemi, 2013; Wu, 2015).

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