The Impacts of Mobile Apps on English Vocabulary Development of Afghan EFL Students
Keywords:
Afghan EFL students, language learning, mobile apps, mobile-assisted language learning, vocabulary acquisition, vocabulary developmentAbstract
The integration of mobile applications (apps) into the English as a Foreign Language (EFL) classroom has gained significant attention due to their potential in enhancing vocabulary development. This review article explores the impact of mobile apps on vocabulary acquisition among Afghan EFL students. As the use of mobile technology becomes more pervasive, its role in language learning, particularly in vocabulary enhancement, has prompted both educators and researchers to examine its effectiveness. This article synthesizes various studies on mobile apps designed for vocabulary learning, analyzing their benefits, challenges, and pedagogical implications within the Afghan context. The review highlights the versatility of mobile apps in providing interactive, personalized, and accessible learning opportunities, which cater to diverse learning needs. However, it also addresses the limitations of mobile apps, such as technological barriers and the need for teacher guidance. The findings suggest that while mobile apps have the potential to improve vocabulary acquisition, their success is influenced by factors such as app quality, student motivation, and the integration of these tools into formal teaching practices. This article aims to provide valuable insights for educators and policymakers looking to implement mobile-assisted language learning in Afghanistan.
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