the impact of mobile learning applications on motivation and engagement of iranian physical training students in vocabulary learning

Effective vocabulary acquisition is crucial for english for specific purposes (esp) students to grasp technical terminology and excel in their fields. this study investigates the potential of mobile learning applications (mlas) to address this need by examining their impact on vocabulary learning, motivation, and engagement. to this end, sixty iranian physical training students were randomly assigned to either an experimental group utilizing the quizlet mobile application or a control group employing traditional methods for vocabulary learning. the participants completed a vocabulary test, a motivation questionnaire, and an engagement questionnaire before and after an eight-week intervention. the experimental group used quizlet for 30 minutes daily to review the physical training vocabulary. the participants in the control group did not use quizlet, but instead continued with their regular study routine. the experimental group exhibited significantly higher scores on the vocabulary posttest compared to the control group, demonstrating the efficacy of mlas in enhancing vocabulary acquisition. additionally, the experimental group displayed a notable increase in both motivation and engagement compared to the control group, suggesting that mlas can foster positive learning dispositions and active participation in vocabulary learning activities. this study contributes to the body of knowledge concerning the potential of mlas to improve vocabulary learning, motivation, and engagement among iranian physical training students. the findings imply that mlas can be used as valuable pedagogical tools for educators in specific contexts.