Exploring high school students' acceptance and use of mobile applications for English language learning

This study aimed to explore the perceptions and attitudes of high school English as a Foreign Language (EFL) learners towards mobile language learning applications. Additionally, it sought to investigate how factors such as gender, age, school type, smartphone ownership, and regular internet access influence the utilization of these applications among high school EFL learners. Finally, the study aimed to identify and analyze the specific mobile applications that high school students prefer for language learning. Through these objectives, the goal of the research was to provide valuable insights into the dynamics of mobile language learning among high school EFL learners. The research was conducted in the Turkish context of English as a Foreign Language (EFL). The participants included 650 high school students aged between 15 and 17 years old, with 56.5% females and 43.5% males, enrolled in the 9th, 10th, and 11th grades in Diyarbakir, Türkiye. A mixed-methods research design with a quantitative-dominant approach was employed, utilizing questionnaires and semi-structured interviews. The questionnaires were distributed in four different public high schools, and semi-structured interviews were conducted with 30 volunteer students. The data were analyzed both quantitatively and qualitatively to examine learners' perceptions and preferences regarding the use of mobile applications for language learning. The findings revealed a strong positive attitude among participants towards mobile applications, reflected in high mean scores across various dimensions, indicating a significant inclination towards using mobile apps. In terms of the UTAUT scale aspects, participants demonstrated a strong inclination toward using mobile tools for language learning, emphasizing motivation, enriched experiences, and effective utilization. The findings also indicated consistently higher scores among female students and those with regular internet access. However, age, school type, and smartphone ownership comparisons revealed significant differences across only certain dimensions of the questionnaire. Notably, Duolingo emerged as the most popular mobile application among high school students, followed by other apps, with its various levels and exercises appealing to those focusing on vocabulary and grammar enhancement. Overall, the study's findings suggested that high school EFL learners generally held positive perceptions and attitudes toward mobile language learning applications, utilizing them for various purposes, including English language practice and development. These outcomes carry implications for English Language Teaching teachers, field authorities, and policymakers, particularly regarding the integration of mobile apps into English lessons within state high schools. The study concludes by discussing these implications and suggesting further research avenues.