International Journal of Linguistics, Literature and Translation ISSN: 2617-0299 (Online); ISSN: 2708-0099 (Print) DOI: 10.32996/ijllt Journal Homepage: www.al-kindipublisher.com/index.php/ijllt Page | 123 Smartphones as a Tool for Expediting English Vocabulary Learning: Teachers’ Perceptions of Benefits and Drawbacks Rami A. Sa'di 1 , Talha A. Sharadgah 2 and Maha Yaseen 3 1 Assistant Professor of Linguistics, Prince Sattam bin Abdulaziz University, P.O.Box: 1866 AlKharj 11942, Saudi Arabia 2 Assistant Professor of TESOL, Prince Sattam bin Abdulaziz University, P.O.Box: 1866 AlKharj 11942, Saudi Arabia 3 Assistant Professor of linguistics, Al-Ahliyya Amman University, Amman, Jordan Corresponding Author: Rami A. Sa'di, E-mail: r.alsadi@psau.edu.sa ARTICLE INFORMATION ABSTRACT Received: March 08, 2021 Accepted: April 15, 2021 Volume: 4 Issue: 4 DOI: 10.32996/ijllt.2021.4.4.13 This study surveyed teachers’ perceptions of the efficiency of utilizing smartphones as a tool for helping EFL students ameliorate their English vocabulary learning. A 27-item questionnaire was administered to 120 teachers working at various state and private secondary schools in Saudi Arabia. Findings revealed that the great majority of teachers (84%) considered smartphones an effective tool for teaching vocabulary. The current study also showed that teaching experience had statistically significant effects on teachers’ perceptions in favour of teachers with a moderate number of years of experience (more than 5 and less than 10 years). However, there were no statistically significant differences on teachers’ perceptions yielded by the gender variable. Furthermore, the current study showed that ease of use, the ability to engage students anywhere and anytime, learning through game applications, and offering a great deal of exposure to foreign language received the highest rate of agreement. Additionally, teachers believed that several drawbacks might impact the integration of smartphones into the classroom, including low quality of existing apps, lack of training on smartphones for academic purposes and the disruption and distraction they cause. KEYWORDS Benefits and drawbacks, English vocabulary learning, smartphones, teachers’ perceptions 1. Introduction 1 It is axiomatic that vocabulary learning is central to the development of students’ English language skills because vocabulary learning is inseparable from learning the four language skills. Therefore, building excellent vocabulary knowledge plays an essential part in "learning to communicate effectively while listening, speaking, reading, and writing" (Rochman, 2010). Wilkins (1972) believes that "without grammar very little can be conveyed [and] without vocabulary nothing can be conveyed." By contrast, poor vocabulary knowledge contributes to poor communication skills (Goz & Ozcan 2017). According to Behbahani (2016), "if students acquire a deep and rich vocabulary knowledge base, they can convey their message more efficiently." (p. 646) In educational contexts, unprecedented advancements in technology have changed how teachers teach, and students learn. Teachers employ technology for a variety of educational tasks, including instruction, along with administration purposes, while students use technology to do classwork. In this digital age, teaching cannot be imagined without the application of technology. The invention of smartphones is one of the biggest feats in technological upheavals, which has significantly revolutionized the way teachers and students communicate and share information with each other. Smartphones are small in size, easy to carry, easy to use (Reddy, Reddy, Sharma, Reddy & Khan, 2016); they provide access to the Internet, provide the possibility to download applications, allow students the flexibility to access activities anywhere and anytime (Yaman, Senel & Yesilel, 2015); they allow students to communicate with their teachers and peers in real-time (Lee, 2014, p. 111), and much more. Published by Al-Kindi Center for Research and Development, London, United Kingdom. Copyright (c) the author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license