Mobile Learning Adoption for English Vocabulary Development among Indonesian Junior High School Students

The rapid expansion of mobile technology has transformed language learning practices worldwide, including in English as a Foreign Language (EFL) contexts at the secondary school level. In Indonesia, where English exposure outside the classroom remains limited, mobile learning has emerged as a potential solution to support vocabulary development among junior high school students. This study aimed to explore how mobile learning was adopted for English vocabulary learning, to examine students’ perceptions of its use, and to identify contextual factors that influenced its effectiveness. Employing a qualitative research design, the study was conducted in a public junior high school in Indonesia. Data were collected through classroom observations, semi-structured interviews with students and English teachers, and analysis of learning-related documents. The data were analyzed thematically using an iterative coding process to identify recurring patterns and meanings. The findings revealed that mobile learning facilitated flexible access to vocabulary input, encouraged repeated practice, and increased students’ motivation and engagement. Students perceived mobile-assisted activities as enjoyable and supportive of independent learning, although challenges related to self-regulation, unequal digital skills, and inconsistent instructional guidance were also identified. The study further found that the effectiveness of mobile learning depended largely on pedagogical integration, teacher mediation, and infrastructural readiness rather than on technology alone. Overall, the study highlighted that mobile learning functioned most effectively when aligned with instructional goals and classroom practices. These findings contributed to a deeper understanding of mobile learning adoption in EFL vocabulary instruction and offered practical implications for teachers, schools, and policymakers seeking to implement sustainable and pedagogically grounded mobile learning initiatives at the junior secondary level.