Chinese Undergraduate English Majors' Perceptions of Mobile-Assisted Language Learning for Deep Vocabulary Development: A Qualitative Inquiry

Abstract

Mobile-assisted language learning (MALL) has transformed English vocabulary acquisition among Chinese learners, yet questions persist regarding its effectiveness in facilitating deep vocabulary learning beyond surface-level word recognition. This qualitative case study investigates Chinese undergraduate English majors’ perceptions of MALL’s capacity to support deep vocabulary development. Using purposeful criterion sampling, four second-year English majors from a private college in China who experienced vocabulary learning challenges and regularly used MALL applications participated in semi-structured interviews. Data were systematically analyzed through NVivo software employing grounded theory principles. The coding process revealed three core themes: (B1) English vocabulary learning experience; (B2) use of mobile applications; and (B3) impact on learning changes and skill improvement. Findings indicate that while MALL applications effectively expand vocabulary breadth through features such as picture hints, multimedia resources, and spaced repetition, participants identified challenges in developing vocabulary depth. Specifically, learners struggled to transfer app-based knowledge to authentic communicative contexts, experienced tension between initial motivation and sustained engagement, and found limited support for understanding collocations, pragmatic constraints, and semantic networks. The study reveals that current MALL implementations more effectively support “shallow breadth” than genuine depth, underscoring the need for theoretically grounded pedagogies that explicitly address deep processing, metacognitive development, and contextualized practice to ensure meaningful, sustainable vocabulary acquisition.