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Education Research International
Volume 2014, Article ID 672031, 10 pages
Research Article

Check This Word Out! Exploring the Factors That Affect Students’ Vocabulary Learning Using Smartphones via Partial Least Squares

1School of Languages, Literacies and Translation, Universiti Sains Malaysia, 11800 Minden, Pulau Pinang, Malaysia
2Department of Business Management, Al-Balqa Applied University, Ma’an Campus, P.O. Box 110, Ma’an 71910, Jordan
3College of Business and Administration, Princess Nora Bint Abdul Rahman University, Station A6, King Khalid International Road, P.O. Box 84428, Riyadh 11671, Saudi Arabia
4Open University, Saudi Arabia

Received 2 April 2014; Accepted 19 August 2014; Published 3 September 2014

Academic Editor: Gérard Lassibille

Copyright © 2014 Mohammad Madallh Alhabahba et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


A rigorous understanding of the use of Smartphones for foreign language vocabulary acquisition is crucial. Employing the technology acceptance model, this study aims to investigate students’ behavioural factors affecting Saudi students’ attitudes towards employing Smartphones for foreign vocabulary acquisition. Two hundred and seventy-three students studying in a preparatory year programme were surveyed. SmartPLS was employed to analyse the data obtained from the study’s sample. The results revealed that perceived usefulness and attitude proved to be significantly and positively related to vocabulary development. In addition, perceived usefulness and perceived ease of use proved to be significant predictors of students’ attitudes towards the use of Smartphone for vocabulary learning. However, the study showed that the relationship between perceived ease of use and vocabulary development is not significant. Thus, publishers of dictionaries may find it necessary to take into account the important role played by the design of dictionaries interfaces in facilitating the use of dictionaries in Smartphones. Furthermore, teachers and educators are encouraged to employ creative activities (e.g., word guessing games) that invest students’ use of Smartphones to learn vocabularies. Using Smartphones in learning improves interaction among students and teachers. Discussion and conclusions are also provided.