Abstract
Mobile-assisted language learning offers a different learning environment, facilitating learning in second/foreign languages and vocabulary learning. The current study attempted to explore the utilization effect of mobile-assisted language learning, facilitating English language learners to perform better in English vocabulary and grammar learning. In other words, this research aims to support the body of research related to the effect and usefulness of mobile learning or mobile-assisted language learning by examining the English language context of Saudi Arabian college students. Employing a pre-test/post-test design on 29 diploma students, the researcher compared students’ learning performance utilizing mobile learning at King Abdulaziz University, Jeddah-Saudi Arabia. Results indicated that the post-test grades scored by the students were better in vocabulary than the pre-test scores. These findings indicated that the strategic utilization of mobile integrated language learning has the strength to positively impact academic performance, especially in terms of achievement in English vocabulary and grammar. This supports the theory that electronic tools such as mobiles can create a non-formal but interactive way of learning foreign language grammar and vocabulary. Careful implications for foreign language learning were offered.